The Practical Exploration Of Improving Pre-Service Science Teachers’ Ability Of Teaching Research

It is a significant indicator that teaching research ability evaluates professional development at present. It is an objective need that improving pre-service science teachers’ teaching research ability can effectively realize the integration of teaching, study and research of the development and become excellent science teachers as soon as possible. Thus this article is to explore the strategies that can improve pre-service science teachers’ teaching ability from the angle of practice. Improving teaching research ability is to grab from pre-service education, and paying attention to the development and growth of discipline background is the only way. The article is divided into five parts:In the introduction part, it is mainly expounded from four aspects. The problems are put forward from the necessity and importance; the literature of the relevant studies of teaching research ability at home and abroad is reviewed; the conception of teaching research ability is defined on the basis of the previous efforts; finally as the theoretical foundation of teaching research ability, the constructivism theory and metacognitive theory were stated.In the first part, a pretest questionnaire is compiled to investigate pre-service science teachers’ teaching research ability present situation. According to the survey, pre-service science teachers’ research consciousness is weak; the research method is relatively lack; the performance of researching ability is low; research results present a single, etc. At the same time, Combined with the interview method analyzes the cause,In the second part, it was mainly from the three development process to present the development of teaching research ability that the practice was explored. Consciousness of problem was widened, reflection and discussion were penetrated and the reports were written in the process of microteaching. The reflection was focused on to enhance effectiveness; the observation model was carried out to lead the classroom observation and "asking, full, elaboration, flexibility and evaluation" was applied to guide educational survey in the process of education practice. Self-study and reflection, guiding method with diversity, collaboration and setting up the task after class were put into effect in the process of education study to promote the research ability.In the third part, the after questionnaire results were analyzed when pre-service science teachers went through the research study. In addition, some typical cases were selected to review the development of pre-service science teachers’teaching research ability. Through the analysis of data and cases, it was found the pre-service science teachers in teaching research ability had a significant improvement.In the fourth part, by the practice exploration and survey questionnaire the study comes to the conclusion that the training strategy that can improve pre-service science teachers’ teaching research ability contributes to pre-service science teachers’ professional development and becoming excellent science teachers as soon as possible. The existing problems are reflected in the process of practice exploration and some reasonable suggestions are given accordingly.