Research On Model Construction And Status Of Curriculum Implementation Ability Of Chemistry Teachers In Senior High School From The Perspective Of Competency-Oriented

Based on the background of the international curriculum reform that points to key competencies and the fundamental task of establishing morality and cultivating talents in China,China launched a new round of revision of curriculum standards for senior high schools in 2013 and promulgated the new curriculum standards for senior high schools in early 2018.It proposes that the curriculum reform should focus on key competencies and expounds the basic scheme of the curriculum reform from the following aspects: curriculum nature and basic concepts,subject key competencies and curriculum objectives,curriculum structures,curriculum contents,academic quality and implementation suggestions.The use of textbooks with new curriculum standards in some regions in autumn 2019 marks the beginning of the implementation of curriculum reform aimed at developing students' key competencies.Curriculum implementation is the key to curriculum reform.And teachers of senior high schools,as the main body of curriculum implementation,their curriculum implementation ability plays a crucial role in curriculum reform,which is the key to effectively achieve the goal of curriculum reform of students' development of key competencies.What kind of curriculum implementation ability should teachers of senior high schools possess for the competency-oriented curriculum reform? In the critical period of this curriculum reform,what is the level of teachers' curriculum implementation ability? The matters mentioned above are the things that need to be concerned.This research takes chemistry curriculum as an example,which is based on the curriculum implementation at the teachers' level.Construct a curriculum implementation ability model of a high school chemistry teacher from the competency-oriented perspective to explore the current status of high school chemistry teachers' curriculum implementation ability.Focus on the implementation characteristics of high school chemistry teachers' curriculum implementation ability to put forward suggestions.These suggestions will promote the development of competency-oriented high school chemistry teachers' curriculum implementation ability.These studies are helpful to the construction of China's competency-oriented curriculum implementation theory,conducive to effective guidance on the implementation of competency-oriented curriculum and to promote the professional development of high school chemistry teachers.This paper focuses on three core research issues: "What is the structural model of curriculum implementation ability of high school chemistry teachers from the perspective of competency-oriented? ","How to verify the structural model of curriculum implementation ability of senior high school chemistry teachers from the perspective of competencyoriented?" and "What is the current status of curriculum implementation ability of senior high school chemistry teachers from the perspective of competency-oriented?" to research the construction of the implementation ability model and the investigation of current status of senior high school chemistry teachers from the perspective of competency-oriented.Through the analysis of the basic concepts of curriculum and curriculum implementation,the connotation of the core concept of teachers' curriculum implementation ability is clarified as the logical starting point of the research.The main part of the thesis is mainly from the aspects of model construction,tool development and current status survey.First of all,use the methods of literature analysis and content analysis to build the model of teachers' curriculum implementation ability.On this basis,the combination of inductive and inferential category construction is used to select literacy as the core element of the curriculum implementation ability model of senior high school chemistry teachers from the perspective of supporting theory and evidence.Combined with theoretical analysis and Delphi expert consultation method,the theoretical model of curriculum implementation ability of senior high school chemistry teachers from the perspective of competency-oriented is preliminarily constructed,which is composed of four primary elements and nine secondary elements.Secondly,according to the model of curriculum implementation ability of senior high school chemistry teachers from the perspective of competency-oriented,an investigation tool is developed.The Amos software was used for exploratory and confirmatory factor analysis.According to analysis of the fitting of the model through the data to verify the theoretical model and revise the investigation tool.Finally,an empirical survey was carried out by using the questionnaire on the current status of "competency-oriented" curriculum implementation ability of senior high school chemistry teachers.Combined with the data and content analysis of 827 questionnaires and 20 lesson materials collected,mainly by focusing on the overall performance,group differences,specific performance of each dimension,etc.to explore the current status of high school chemistry teachers' curriculum implementation ability from the perspective of competency-oriented and put forward some suggestions.Through the above research,the following basic conclusions are obtained: First,the model of teachers' curriculum implementation ability is composed of four core elements:teachers' curriculum understanding ability,teachers' curriculum designing ability,teachers' curriculum executing ability and teachers' curriculum reflecting ability.Second,the structural model of curriculum implementation ability of senior high school chemistry teachers from the perspective of competency-oriented is composed of four primary elements and nine secondary elements.Third,the questionnaire can better evaluate the current status of high school chemistry teachers' competency-based curriculum implementation ability,and the survey effect is good in practice.Fourth,the current status of curriculum implementation ability of senior high school chemistry teachers from the perspective of competency-based is not good.Teachers' curriculum understanding ability is good.Teachers' curriculum executing ability and teachers' curriculum reflecting ability are general.And teachers' curriculum designing ability is not good.Fifth,from the perspective of competency-based,the curriculum implementation ability of different groups of senior high school chemistry teachers is different.Sixth,the development of senior high school chemistry teachers' curriculum implementation ability is uneven from the perspective of competency-based.The research results provide an effective path to promote the effective implementation of competency-based curriculum reform for senior high school chemistry teachers,provide a theoretical basis and tool for the evaluation of teachers' curriculum implementation ability from the perspective of competency-based and also provide a new perspective for promoting the professional development of senior high school chemistry teachers.