Research On The Teaching Ability Of High School Chemistry Teachers Under The Background Of The National Teacher Qualification Examination

Research on the status of high school chemistry teachers 'teaching abilities under the background of the" National Exam "for teacher qualification exams helps to understand the current status of chemistry teachers' teaching and explore the factors that afffect teachers' teaching abilities,so that they can make recommendations for teacher qualification exams from the perspective of teaching abilities,From the perspective of chemistry teaching ability,put forward suggestions for the improvement of the model of training normal college talents.Through literature surveys,it can be found that domestic and foreign scholars are studying teachers' teaching abilities through various research methods from different angles.Domestic scholars have a high foundation for the research on the teaching abilities of high school chemistry teachers.Based on the previous research,this article continues to explore the teaching abilities of high school chemistry teachers.The academic community has given many definitions to the concept and structure of the teaching abilities of high school chemistry teachers.Combining with the literature survey,this paper believes that the high school chemistry teaching ability is a comprehensive professional ability shown by chemistry teachers when they successfully complete the teaching task,that is,to complete the teaching goals,including Five abilities:teaching basic knowledge ability,chemistry teaching design ability,chemistry teaching implementation ability,chemistry experiment teaching ability,chemistry teaching reflection and evaluation ability.The research on the teaching ability of high school chemistry teachers can draw out the factors that affect the teaching ability of the teachers,put forward strategies to improve the teaching ability of the teachers according to the influencing factors,and based on the perspective of teaching ability,put forward an improvement plan for the form of teacher qualification examination to make it in the assessment process Can comprehensively examine the teaching ability of the applicant's teachers,and then put forward suggestions for the improvement of the model of training teachers in colleges and universities,and pay attention to the cultivation of teachers'teaching ability in the process of training teachers.Based on the above premise,this paper studies the current situation of high school chemistry teachers 'teaching ability,and draws out its influencing factors.It is hoped that from the perspective of chemistry teachers'teaching ability,it will provide some theoretical support for the reform of high school chemistry teachers 'qualification examinations,and it will provide a model for the cultivation of teachers' talents in universities.Some suggestions for improvement.It should be pointed out that the teacher qualification test is a test to test the comprehensive ability of normal school students,and it is a test before normal school students start their employment..This paper uses the literature method,questionnaire survey method and interview method to investigate the current status of the five teaching abilities of some high school chemistry teachers,explore the factors that affect their teaching abilities,and propose suggestions and promotion strategies for high school chemistry teachers with different demographic backgrounds based on the results,From the perspective of high school teachers' teaching ability,put forward suggestions for the form of high school chemistry teacher qualification exams,make some suggestions for the adjustment of the mode of training teachers in colleges,and finally summarize and look forward to this study,hoping to rethink the teacher qualification exam system significance.The research in this article consists of six parts.The first chapter is an introduction,which mainly puts forward the background and significance of the problem research,discusses the current research situation at home and abroad,and proposes research ideas.The second chapter is about the establishment of core concepts and theoretical foundations.The third chapter is the establishment of high school chemistry teachers' teaching ability scale tool and the establishment of interview outline.The scale is composed of two parts.The first part is the basic information of teachers,the second part is the five teaching abilities of high school chemistry teachers,five first-level indicators and 26 second-level indicators.The interview outline is composed of 5 questions and is about High school chemistry teachers' understanding of core literacy teaching design,how to improve the teaching ability of in-service chemistry teachers,how to improve the high school chemistry teacher qualification exams,and suggestions for training teachers in colleges and universities.The fourth chapter is the statistics and analysis of the research results of high school chemistry teachers' teaching ability and the statistics and summary of the interview results.Chapter 5 is a strategy for improving the teaching ability of high school chemistry teachers.Chapter 6 is the summary and prospect of the research.Based on questionnaire surveys and interviews,this paper proposes five factors that affect the teaching ability of chemistry teachers,and proposes corresponding improvement strategies.This paper draws from the data analysis that the teaching ability of high school teachers is affected by five factors:the nature of the school where the teacher is located,the age of the teacher,the gender,the type of pre-service education,and taking the teacher qualification exam.The nature of the teacher's school has an impact on each dimension of the teacher's teaching ability.An independent analysis of the impact of the school's nature of each teacher on the teaching ability can be found.It has a significant impact on the experience-based teachers' chemistry experiment teaching ability;teaching age also has a significant impact on the teacher's teaching ability,which has a significant impact on the basic knowledge ability,chemistry teaching design ability and chemistry experiment teaching ability;participating teachers Qualification exams have a significant impact on the teaching abilities of novice and proficient teachers in teaching basic knowledge and chemistry teaching design.They have no significant impact on experienced teachers and expert teachers;the type of pre-service education has an impact on the teaching ability of teachers.There is a significant influence on basic knowledge ability;gender has a significant difference on teachers' teaching basic knowledge ability and chemistry experiment teaching ability.The promotion strategies proposed for this are:(1)Teacher level:Improve teachers' professional qualities to be reflective teachers.With regard to the impact of pre-service education types,teachers can improve their professional qualities,reflect on the teaching process,and evaluate students in different dimensions according to the theory of multiple intelligences to improve teaching ability(2)Middle school level:enhance multi-party cooperation Communicate as an interactive school.Promote communication between and within different schools.The influencing factors of the nature of the school,the age of teaching and gender need to promote communication between different schools at the school level and enhance the communication of teachers within the school to improve teaching ability;(3)At the university level:optimize the model of teacher training to be a diversified platform.Need to improve the training model of colleges and universities to train teacher talents,pay attention to the cultivation of teaching basic knowledge ability,strengthen the role of micro-grid courses,improve the efficiency of internship listening,in-depth teaching frontline,focus on internship experience,strengthen the internship experience of the class teacher The training model encourages novice teachers to study for the master of education.(4)National level:Improve the form of teacher qualification examination to do a comprehensive check.By improving the form of teacher qualification examination,the questioning part of the structured interview can be changed to a semi-structured proposition.The examiner can use the question-and-answer method to observe the applicant 's teaching adaptability,extend the time for writing instructional design,and pay attention to examine the applicant's independent thinking.Ability,increase the evaluation of education internship experience,and enhance the examination of the teaching ability of the applicant's teachers.