Research On The Development Of Teaching Design Ability Of Novice Chemistry Teachers

With the implementation of educational reform and the development of teachers'professionalism,the development of teachers' teaching competence is much higher required than before.Thus,instructional design competence,as the primary competence of teachers,must be concerned.However,the current research on instructional design competence is mainly focused on normal school students or the comparative study of novice teachers and expert teachers,and the development of novice teachers'instructional design competence is also a dynamic and continuous process.In view of this,this article is mainly about the novice chemical teachers,dividing them into new stage and the growth stage of the two stages.Questionnaires have been designed for novice teachers in chemistry for this research and analyzed by SPSS.The development of instructional design competence of novice chemistry teachers also was studied with the analysis of interview and instructional design case.The results are as follows:First,concepts on novice teachers,instructional design and instructional design competence are defined.According to the literature review of instructional design and instructional design competence,the constitute of instructional design competence of novice chemistry teachers are classified on the base of theory of teachers' professional development.Second,as for the analysis of the influencing factors of the novice chemistry teacher's instructional design competence,through the Independent-Samples T Test and One-Way Analysis of Variance found that the novice chemical teacher's gender,teaching age and teaching schools can affect the instructional design competence significantly.But the instructional competence of novice chemistry teachers in the teaching grade and the teaching area has no significant effect.Third,as for the analysis of the different stages of novice chemistry teachers about the instructional design' understanding,it is found that novice chemistry teachers at different stages are different.With the teaching time,these opinions have changes from arrangements on teaching process at the beginning to formulation on solving problems much deeper.But the understanding of various aspects about the instructional design and the training are not much difference.Novice chemistry teachers believe that through the personal reflection and accumulation of experience,observe the excellent teacher instructional design process and study instructional design case sets to improve teachers'instructional design competence is very helpful.Fourth,it is found that the overall development of novice chemistry teachers'instructional design competence is at a moderate level through the questionnaire survey,interview and instructional design case.In the different stages of novice chemistry teacher instructional design competence analysis,it is clear that the growth stage of chemical teacher' instructional design total competencies and analysis competence,design competence than the new stage has improved,but the evaluation competence is not significant.The instructional design competencies have been studied from different dimensions in detail.The development of novice chemistry teachers is no significant difference in the competence of teaching objects analysis,teaching process design and instructional design self-reflection and amendment.The rest of the competences are significant differences.Furthermore,through interviews and case studies,it is found that novice chemistry teachers at different stages have improved in instructional design competence in various degrees.Some competences are not significant differences in the questionnaire on account of the difference from teachers' attention in instructional design.In general,novice chemistry teachers' instructional design competence still need to be further improved.This study has not only laid a solid foundation for the theory of teachers'professional development and the researches on the development of instructional design competence,but also provide much evidence for the novice chemistry teachers to improve teaching practical competence.