A Study On Present Situation And Optimization Strategy Of Pre-service Chemistry Teachers' Demonstrative Experiment Teaching Ability

Experiment teaching is an important part of Chemistry Teaching, which plays an important role in cultivating students' core quality.With the deepening of the reform of basic education, the requirements of chemical experiment teaching in middle schools are also improved.As a teacher training college, it is necessary to meet the needs of the chemistry teaching in middle school, and improve teachers' ability of chemistry experiment teaching.But the demonstrative experiment teaching ability is the most basic experiment teaching ability.In order to further understand the experimental teaching ability of modern pre-service chemistry teachers, this paper analyses it from many kinds of aspects by using the method of literature, questionnaire, interview and classroom observation, thinking aloud method and statistical method.The research sample is mainly composed of six subordinate normal university and six provincial normal university.The article consists of six parts.The first part is introduction, which introduces the research contents and methods, the research mentality and framework, the purpose and significance. The second part describes theoretical basis of the study and core concepts involved in the article "demonstrative experiment", "demonstrative experiment teaching ability". The third part is investigation and research on the present situation of pre-service chemistry teachers' demonstrative teaching ability. First of all, the questionnaire was compiled, tested and measured. Secondly, the descriptive analysis of each dimension of the questionnaire was carried. Finally, demographic background factors were tested. The fourth part is a comparative analysis about the differences of the pre-service chemistry teachers' ability in the qualitative and quantitative experimental teaching. The fifth part is optimization strategy. The sixth part is conclusion and reflection.Through the questionnaire survey and interviews,this paper found that pre-service chemistry teachers' demonstrative experimental teaching ability is average, and the pre-service teachers' basic literacy is high, and the demonstrative experiment teaching design and demonstrative experiment teaching implementation are at medium level, and the demonstrative experiment teaching research ability needs to be improved, the demonstrative experiment teaching evaluation ability is high, while high reflective ability is weak. There is no significant difference between the gender and the final graduation institutions, but there are significant differences in the level of practice school and the geography and education level.Through classroom observation, demonstrative experiment teaching implementation ability of pre-service chemistry teachers in qualitative experiments is stronger than teaching design ability; However, in the quantitative experiment, demonstrative experiment teaching design abilityof pre-service chemistry teachers is better than teaching implementation ability. The main factors that cause the differences are the training courses of the normal college, the self study ,microteaching class, the period and contents of educational practice.Based on questionnaire survey and classroom observation,this article put forward five strategies of cultivating pre-service chemistry teachers demonstration experimental teaching ability:update teaching ideas to improve the basic literacy of experimental teaching; strengthen theoretical study to optimize design of experimental teaching ability;strengthen microteaching to improve the experimental teaching implementation ability;improve the training courses to enhance the experimental research ability; reinforce the internalization education to strengthen the experimental teaching reflection ability.