The Evaluation Research Of Pre-service Chemistry Teachers' Chemical Modeling Ability

In order to implement the fundamental task of "cultivating students' good moral character," the Ministry of Education has proposed the core qualities of Chinese students'development.And as for different disciplines,they also put forward the core qualities of various disciplines.Modeling and Modeling are an important aspect of the Core Accomplishment of Chemistry.Research on models and modeling is also one of the hot issues that international science educators have been paying attention to in recent years.However,there are still some problems in the existing research on models and modeling.For example,it pays attention to the direct measurement of external performance,while ignoring the indirect conjecture of intrinsic ability.It focuses on the speculative argumentation of modeling theory and ignores the empirical test of modeling evaluation tools.Pay attention to the research of student modeling process,but neglect the evaluation of teacher modeling ability.Based on this problems,this studyis theoretically focued on the concepts and characteristics of pre-service chemical teachers' chemical modeling capability,exploring and constructing the evaluation of pre-service chemical teachers' chemical modeling ability dimension and the standard evaluation system.Based onthe university chemistry and high school chemical discipline knowledge assessment tools,we used the revised assessment tool for the pre-service chemical teachers' chemical modeling ability evaluation and research to obtain important information about pre-service chemical teachers' chemical modeling capabilities.This research including the following questions:(1)What is the essence and composition of chemical modeling ability of pre-service chemistry teachers?(2)What is the evaluation standard of chemical modeling ability of pre-service teachers?(3)How is the chemical modeling ability of pre-service chemical teachers?This thesis consists of five parts.The first part is the overview,including backgrounds,research significance,research content,research design and methods.The second part is literature review,including the core concepts of " model"?"modeling"?"modeling capability" and " pre-service chemical teachers' chemical modeling capabilities",comparison and analysis the development status of domestic and foreign relevant chemical modeling capabilities,and generalization and build the dimensionof pre-service teachers'chemical modeling ability.The third part is the development and testing of chemistry pre-service teachers' chemical modeling capability assessment tools,including establishment of assessment tools:the pre-service chemical teachers' chemical modeling ability test,the first round and second round test and the revision of the test tools.The fourth part is the practical research,based on the revised tools to investigate the chemical modeling ability of pre-service teachers.the fifth partmainly discusses the conclusion,enlightenment,reflection and outlook of this study.The research conclusions of this paper are as follows:(1)pre-service chemical teacher chemistry modeling capabilities refer to the ability to successfully build models and complete the innovation process under the guidance of modeling ideas.This ability first requires the analysis of the essential characteristics of chemical problems.This ability requires basic knowledge,theory and skills,Finalize scientific inquiry or practical activities to achieve teaching goals.The components of this capability include three dimensions:model representation capability,model construction capability,and model application capability.Each dimension consists of 1 to 4 levels.(2)The evaluation criteria of the chemistry modeling ability of pre-service chemical teachers is based on the results measured by the researchers themselves using the Rasch model,and is used as the relative standard of this study.In addition,the standard for the classification of the core literacy of the chemistry subject in the 2017 edition of the General High School Chemistry Curriculum Standards is an external reference standard.(3)The reliability and validity of the measurement tools in this paper is good.This article uses the Rasch model to test the reliability and validity of measurement tools in multiple aspects and in multiple stages.Through the revision of the Rasch model,the reliability and validity of the measurement tools are better,and the data characteristics of the test can more accurately reflect the current state of chemical modeling ability of pre-service chemical teachers.(4)From the overall situation,the chemical modeling ability of pre-service chemistry teachers is generally weak and is at the level of 2.From the perspective of each dimension,there are significant differences in model representation ability,model construction ability,model application ability,and the chemical modeling ability of pre-professional chemistry teachers is best developed in the dimension of model representation ability,and the development of model application ability is the weakest.In the external reference standard,88%of the pre-service chemistry teachers meet or exceed the level of model numeration ability of the 2017 edition of the ordinary high school chemistry curriculum standards,and they can correlate the problem with the theoretical model.54%of pre-professional chemistry teachers have reached or exceeded the level of model application ability in the 2017 edition of regular high school chemistry curriculum standards,and they can indicate the limitations of the model and explore the evidence needed for model optimization.It shows that most pre-service chemistry teachers are capable of teaching model characterization and model application skills.However,in the model construction dimension,only 42%of pre-service chemistry teachers reached or exceeded the level of core literacy of chemical subjects in the 2017 edition of the general high school chemistry curriculum standards,which can analyze key elements in a complex chemical problem scenario to construct a corresponding model,indicating that most of the pre-service chemistry teacher's model building capabilities need to be improved.Based on the Rasch measurement model,this dissertation provides ideas for developing tools for measuring the chemical modeling ability of pre-service chemistry teachers,and specifically studies the connotation and status quo of pre-service chemistry teachers' chemical modeling capabilities.It is recommended that the pre-service chemistry teachers' ontology knowledge and model building capabilities be enhanced to enhance their chemical modeling capabilities.