Research On The Construction Of Competence Model Of Science Teacher In Middle School

Education is the foundation of Chinese Dream,and science and technology is the key to that.Observing the competition among countries in the world today,it has increasingly been evolved into a fierce competition for technology and elites.Young scientific and technological innovation talents make our country's future science and technology more competitive.Science education in middle school has taken the responsibility of cultivating scientific and technological innovation talents and improving citizens' scientific literacy,and the competent science teachers have been the crucial factor affecting the development of science education.The Action Plan for the Revitalization of Teacher Education(2017-2022)and the Opinions on the Implementation of the Excellent Teacher Training Plan 2.0 issued successively by the Ministry of Education clearly set out the need to train and bring up a group of highquality,professional and innovative primary and secondary school teachers.Therefore,improving teachers' comprehensive quality,professional level and innovative ability has risen to the level of national decision-making,and has a leading and fundamental position in the construction of a modern and powerful country in education and the realization of the Chinese Dream.Based on the requirements of the new era of the country for the construction of the teaching staff and the common characteristics of science,this paper made an in-depth empirical study around the following main research questions: What are the core elements of secondary science teachers' competence(SSTC)model? What is the mechanism of the core elements among SSTC model? What is the basic status of the competence of science teachers in China?Firstly,the dissertation reviewed the basic content of current international science teacher competence research in the first chapter,and then summarized the research on teacher competence and the teaching competency.Then in the second chapter,the dissertation analyzed the development of the concept of competence in the international field over the past half century,and summarized the corresponding changes of the concept of teacher competence and distinguished the concept of teacher competence and the teaching competency.In chapter 3,the content of text materials was analyzed including international professional standards for science teachers in middle schools.Specifically,the high frequency keyword analysis,keyword social network analysis and multi-dimensional scale analysis were carried out.The results show that high frequency words such as innovation and creativity,teaching design capacity,evaluation capacity,cooperation and discussion,ethics,beliefs and responsibilities have the high centrality.These high frequency words are mainly related to these topics containing teaching competency,cultivating capacity,disciplinary ability and thinking,teacher's professional character and trait and so on.In chapter 4,this research firstly discussed the theoretical basis of the SSTC,and then constructed the SSTC model based on theoretical analysis,the result of the content analysis and the literature review.The SSTC model contains four core elements(such as pedagogical practical capacity,cultivating capacity,professional ethics of teachers,scientific conception and thinking)and fourteen sub-elements(including pedagogical design capacity,pedagogical implementing capacity,pedagogical assessment capacity,etc.).Finally,the indicators of SSTC were preliminarily constructed in view of the results of the existing scientific literature.In order to verify whether the components of the SSTC fully reflect the theoretical basis of this study,the fifth chapter of the paper makes a weight analysis.But before this,the dissertation first tested the content validity of the constituent elements through the Fuzzy Delphi Method.Specifically,a professional community of 30 subject experts from secondary schools,educational science research institutes and universities in different provinces of the country participated in this round of surveys.The expert community should give three values to the core elements and indexes of the SSTC model.The results showed that the core elements and the indicators not only passed the convergence test about FDM,but also all the elements and indicators obtained a high degree of consensus of the expert community.Subsequently,the Analytic Hierarchy Process survey was conducted for the expert community,and the results showed that there is higher relative weight of educational ability,scientific concept and thinking,and their sub-elements and evaluators are higher as well.The SSTC is an organic whole with systematicness and complexity.Therefore,it is of great value to understand the structure and function of the SSTC model to clarify the relationship and mechanism among the core elements.In the sixth chapter,the dissertation explored the mechanism of the core elements of the SSTC through structural equation modeling.The results showed that professional ethics,scientific conceptions and thinking have significant macro-impact and significant microprediction on pedagogical practical capacity and cultivating capacity,respectively.And in the process of the macro influence and the micro prediction,teaching stages,disciplinary subjects and professional titles are the moderators in SSTC with different effects.Additionally,pedagogical practical capacity and cultivating capacity are mediated by professional ethics,scientific conceptions and thinking with different effects.In order to explore the status quo of science teachers in the frontline secondary schools,the seventh chapter of the dissertation analysed the current situation of science teachers' understanding of their key competences and basic conceptions.The reseults showed that science teachers perform best in teachers' professional ethics,followed by scientific concepts and thinking,and cultivating capacity,and pedagogical practical capacity scores are relatively low.In addition,there are significant differences in the SSTC in terms of teaching stages,disciplinary subjects and professional titles.And teaching stages,disciplinary subjects and professional titles are the moderators in SSTC with different effects.