Design And Practice Of Chemistry Teachers' Workshop Supported By Virtual Reality Technology

Teacher workshops have received wide attention as a new model for promoting the professional development of teachers.In 2013,The ministry of education issued “the education guidance on deepening the reform of primary and secondary school teacher training mode to comprehensively improve the quality of training”,and “network research and school-based research integrated training implementation guide”,put forward the guidance on promoting teacher workshops to promote the professional development of teachers.In recent years,the teacher workshop has been widely used in various disciplines,with a balanced power and remarkable effect.However,the design of the teacher workshop reflecting the characteristics of chemistry is not satisfactory.Since the 1990 s,Virtual Reality technology(VR)has been highly valued and developed.Virtual Reality enables participants to interact with objects in the virtual environment by using relevant equipment.The virtual reality technology can generate the same feelings and experiences as the real environment.The chemistry teacher workshop supported by the virtual reality technology has good technical advantages in abstract problem concretization,micro world macroscopic,knowledge three-dimensional,dangerous situation simulation.Based on the micro,abstract and experimental characteristics of chemistry,this paper discusses the strategies and methods of virtual reality technology in the design and operation of chemistry teacher workshop,and studies the theme selection and module design principles of teacher workshop.And this paper proposes to adopt the characteristic modules of virtual laboratory,interactive communication area and personal workshop to increase the simulation effect of workshop operation,so as to improve the immersion and participation of workshop staff in the study and communication of teacher workshop:1.Questionnaire survey and interview were used to investigate the current situation of chemistry teacher workshop and virtual reality technology in Central Plains of China.Theresults showed that 79.5% of the teachers believed that the teacher workshop had a positive impact on their professional development.However,only 9.4 % of teachers were familiar with virtual reality and 8 % were able to successfully complete tasks on educational technology in the workshop.Although self-attitude report shows that the teachers want to understand and participate in teacher training workshop and grasp of modern education technology application will very positive,the teacher workshops are difficult to highlight the chemical characteristics and teachers of chemistry teacher training workshop has not fully grasp the new mode,understanding of virtual reality technology to stay on the surface,only less thorough application.2.According to the characteristics of chemistry,the design methods and strategies of teacher workshop supported by virtual reality technology are discussed.On the basis of exploring the elements of the workshop activities,this paper discusses the principles of the design of chemistry teacher workshop,such as feasibility,autonomy,experiment,interest and openness.The cognitive psychology theory of skill acquisition is discussed to provide theoretical guidance for the design of the workshop module of in-service skill training for teachers.Explored the technical advantages of virtual reality technology in abstract problem concretization,micro world macroscopic,knowledge three-dimensional,dangerous situation simulation and other aspects.Discussed in the virtual classroom,virtual laboratory and virtual archive features module's advantages.3.According to the design method and strategy,through the module design introduction of virtual reality technology in the chemistry teacher workshops,training the classroom into the virtual laboratory,virtual archives,such as virtual classroom,introducing the concept of virtual reality and the interaction area advantage related content,guide the teachers in this area to discuss the results of virtual experiment and results,in personal workshop also introduced virtual laboratory,to improve the traditional chemistry teacher workshop simulation,interactive,immersive.4.Designing a comparative experiment with teacher training,and discuss relevant evaluation tools.The experimental group and the control group were compared in terms of enthusiasm,participation and satisfaction.Comparison parameters for positivity includedaverage login times,average online time,and knowledge sharing content and quality.Experimental data showed that the average number of log in workshops of the experimental group was 0.5 times/day higher than that of the control group,and the average online time of the teachers was 1.4 hours/day higher than that of the control group.Taking the "theme" released in the research activities of teacher workshop as an example,a scale was designed to evaluate the posting content.The posting quality was divided into three dimensions according to the score scale established for posting: the relevance of posting to the topic,the contribution of posting,the continuity of posting,and the quantity and quality of knowledge sharing.In order to identify the consistency of the framework structure of the scale,Kappa test was used to obtain the score of correlation of 0.6445,the score of contribution of 0.7837,and the score of posting continuity of 1.The above results prove that the framework reliability of the table is good.According to the statistical data of the scale,the total score of "topic" relevance of the posts in the experimental group was 126 points higher than that in the experimental group,the total score of continuous Posting was higher than 132 points in the experimental group,the total contribution score of the experimental group was 161 points higher than that of the control group,the quality of knowledge sharing in the experimental group was higher than that in the control group.After the study of workshop members satisfaction survey,satisfaction index to determine the reference Cole type model,the results show that in the training content and training methods involves the experiment content,such as virtual laboratory module,the experimental group were more than 90% satisfaction higher than control group 13%,shows that academic motivation and satisfaction of the experimental group is higher than the control group.