A Study Of Chemistry Post Practice Teachers’ Classroom Teaching Efficacy

Classroom teaching efficacy derived from the teaching efficacy,which means the teachers’ faith of their abilities that they can successfully complete classroom teaching tasks,achieve the teaching goals and promote students’ achievement,their own growth and development.As for the post practice teachers who are just new teachers standing on the podium,a good sense of the effectiveness of classroom teaching can promote the development of their classroom teaching practical ability so as to promote their professional growth.On the basis of combing the literature,referring to the relevant research results and combining with my post practice experience,the author works out "The classroom teaching efficacy of chemistry post practice teachers scale",which is used to investigate the sense of the effectiveness of classroom teaching of 168 students in Hebei Normal University who have participated in post practice.The author uses Excel and SPSS19.0 to carry out statistical analysis of survey results and draw the following conclusions:(1) The classroom teaching efficacy of chemistry post practice teachers in Hebei Normal University overall presents higher level.(2) The dimensions of classroom teaching efficacy of chemistry post practice teachers in Hebei Normal University are different,arranging them in descending order are interactive teaching,teaching preparation,teaching implementation,teaching effect,classroom management,instructional design,teaching awareness.(3)After comparing classroom teaching efficacy differences of post practice teachers,the author reaches the following conclusions:(1)The classroom teaching efficacy in performance of chemistry post practice teachers in Hebei Normal University Huihua College is generally higher than the practice teachers in the headquarters;(2)The classroom teaching efficacy of chemistry post practice teachers in Hebei Normal University has some differences in terms of the role of instructor.The larger the instructor’s guidance is, the higher the classroom teaching efficacy of internship teachers is;(3)The classroom teaching efficacy of chemistry post practice teachers in Hebei Normal University shows significant positive correlation with their attitude towards the profession ofteachers;(4)The classroom teaching efficacy of chemistry post practice teachers in Hebei Normal University has no significant difference in terms of the gender,the type of school,grade,the type of class.According to the above conclusions,combining with the author,s internship experience and the results of further interviews,the author puts forward some suggestions to improve classroom teaching efficacy of chemistry post practice teachers from three respects including internship school administrators,Normal Colleges,chemistry post practice teachers,hoping to be helpful in advancing pre-vocational education and classroom teaching ability of chemistry post practice teachers.