Case Study On The Self-Developement Of Teaching Competence In Chemistry Of Non-Normal School Graduates Working In Middlle Schools

Non-normal school graduates entering into middle school educational system can be seen as a significant reform of teacher recruitment system. It is worthy to research on how the teaching ability of non-normal school graduates is employed in middle schools, and how they cultivate their teaching abilities. Therefore, this paper carries out the research in the perspective of self cultivation of chemistry teaching ability of non-normal school graduates after being employed by middle schools.On the basis on defining research objective and significance, the paper sets forth the line of research. Firstly, by referring to a large amount of literature, it defines related concepts and determines the composition of teaching ability according to the requirements of new courses and literature. It finalizes ten non-normal school chemistry teachers as research objects through various methods. In the perspective of gender, male and female each accounts for half of the research objects; in respect of education experience, there is one object for 1 year experience, two for 2 years, one for 3 years, two for 4 years, two for 5 and 7 years, and two for 8 to 10 years. Regarding educational background, there are two of them graduated from 985 universities, three from 211 universities, four from ordinary second tier undergraduate universities, and one from third tier undergraduate university. The teaching regions include four objects in Changsha, two in Ningxiang, one in Zhuzhou, two in Changde and one in Yueyang. By collecting materials through interview, observation and practical analysis, it carries out detailed case study on, and then compares the teaching abilities of three experienced non-normal chemistry teachers and three fresh non-normal chemistry teachers.Finally it draws conclusion that methods of self cultivation of non-normal chemistry teachers include: first is to constantly enrich their own professional knowledge, since only a teacher with solid professional knowledge can pass all his/her own knowledge to the students. Second is to continuously learn from experienced teachers in the school, since they rarely have any teaching experience without teaching internship before being employed by middle schools. Therefore, non-normal school chemistry teachers need to audit a lot of lessons and proactively consult peers. Third is to improve their teaching design ability, which is the overall plan of a lesson. Non-normal chemistry teachers need to make efforts in respect of analyzing textbook, understanding three-dimensional objectives of teaching, mastering important and difficult points of teaching, and designing teaching process, etc. Fourth is to constantly improve their blackboard writing capability, which is found having major deficiencies while interviewing with non-normal chemistry teachers. The ways for improvement include practicing blackboard writing constantly and participating into calligraphy competitions hosted by the school. Fifth is to reflect on teaching a lot, which can facilitate the improvement of teaching ability.