Research On The Characteristics Of Mobile Learning Behavior And Teaching Efficacy Of High School Chemistry Teachers

Teachers' educational learning is the foundation of teachers' professional development.With the development of network technology,learning behavior based on network as a carrier comes into being,the traditional face-to-face learning mode can not meet every teacher's individual career,and the face-to-face learning mode has certain regional characteristics,which makes education resources have certain regional limitations.The emergence of mobile learning has solved a series of problems,teachers enjoy flexible learning time,and can freely choose learning content according to their own situation.In addition,the sharing of teaching resources to break the geographical constraints,the equal distribution of educational and teaching resources has been realized.Mobile learning is an inevitable development trend of future learning style,the existence of mobile learning satisfies the needs of teachers,and the teaching efficacy of teachers is a key index to evaluate the quality and ability of teachers,will have a direct impact on the quality and effectiveness of education and teaching activities.Therefore,after consulting a great deal of literature on Educational Teaching Ability,mobile learning,and learning behavior,design a research tool based on the characteristics of teacher learning:Questionnaire and Related Interview Outline of middle school chemistry teachers'mobile learning behavior and learning efficacy,the purpose of this paper is to study and analyze the individual behavior of middle school chemistry teachers in the learning process,so as to find out the existing problems and try to find a suitable solution,hope to improve the front-line chemistry teachers of mobile learning efficacy has a certain positive role.The main question of this study is:What is the current situation of mobile learning for chemistry teachers in Liaocheng Middle Schools in Shandong Province?What are the factors that affect the mobile learning of chemistry teachers in Liaocheng Middle Schools?How effective are the chemistry teachers in Liaocheng Middle School in mobile learning?How to improve the teaching efficacy of chemistry teachers in Liaocheng High School from the mobile learning aspect?The research is divided into six parts as follows:the first part is the introduction,which mainly explains the research question,the research background,the research goal and the significance,the research content and the research method.The second part is the literature review,from the scholars of mobile learning and teaching efficacy of the basic concepts,such as the understanding of the core concepts.The third part analyzes the data of the questionnaire survey,describes the reliability and validity of the questionnaire survey,and extracts the main analysis factors.The fourth part analyzes the current situation and influencing factors of mobile learning of middle school teachers in Liaocheng.The fifth part expounds the influence of mobile learning on the teaching efficacy of chemistry teachers in high schools in Liaocheng,and combining with the problems found in the investigation,puts forward several feasible schemes to improve the mobile learning efficacy of chemistry teachers in high schools from different angles,with a view to the future in mobile learning to improve the teacher's sense of teaching efficacy to provide help.The sixth part is a summary of the previous research contents and achievements,introducing the research conclusions,innovations and deficiencies.The findings are as follows:1.mobile learning is well developed and the learning effect of teachers in Liaocheng Secondary Schools is good.The main factors that affect teachers' mobile learning are mobile learning tools,teachers' personal qualities and the surrounding environment.The easier the learning tool is to use,the better the endurance,the better the memory,the clearer the learning interface and the cheaper the price;the higher the Teacher's information literacy and self-discipline,the higher the teacher's quality;the better the working environment,the stronger the family learning atmosphere is,the better the teacher's mobile learning effect is.Male teachers think that mobile learning has less positive effect on their teaching efficacy than female teachers.Low-educated teachers think that mobile learning has less positive effect on their teaching efficacy than high-educated teachers.Teachers with 1-2 years of teaching experience think that mobile learning has the best effect on their teaching efficacy.In terms of professional title,the most effective teacher is the third-grade teacher,then is the senior-grade teacher,and then is the senior-grade teacher.The higher the grade of high school chemistry teachers,the better the effect of mobile learning on their teaching efficacy,among which the provincial demonstration chemistry school teachers had the best teaching efficacy,the municipal key school was the second,and the general middle school had the worst.2.Teachers can not only apply mobile learning to the improvement of teaching ability,but also to the improvement of individual comprehensive quality,such as the cultivation of good teacher ethics,the formation of open mind,the development of values,etc..3.This paper puts forward four strategies of stimulating learning motivation,optimizing learning tools,developing learning resources,and strengthening external supervision to improve the sense of mobile learning efficacy.Innovative point:1.Take the local high school chemistry teacher as the research object to study the mobile learning.2.Teachers'mobile learning efficacy includes not only teaching ability,but also teachers'personal quality,personal learning ability,organizational learning ability and their own comprehensive quality.Limitations:First of all,the questionnaire design,research tools,research methods are too single to reflect all kinds of problems in mobile learning of high school chemistry teachers.Secondly,only 42 questionnaires,coverage is not too extensive,so the amount of data is small,so the conclusion reached is more one-sided.Finally,there is no follow-up test on the strategies to improve learning efficacy..