Study On The Current Situation Measurement And Promotion Strategy Of Preservice Chemistry Teachers' Learning Power

Under the background of the new era,the mission of teachers is to earnestly implement the party's policy,continuously improve their professional level and quality,establish a good ethics,cultivate a new generation of outstanding talents,and realize the Chinese dream of the great rejuvenation of the Chinese nation.This requires teachers to become lifelong learners and imitators of lifelong education concepts,constantly update their own knowledge base,maintain the advanced nature of knowledge,and promote their own professional development.The task given by The Times not only provides opportunities for the development of teachers,but also brings pressure to the development.Especially for the pre-service teachers who are about to enter the educational career,their professional development is faced with a new round of experience and power challenges,which is also a threshold that must be crossed.Therefore,the improvement of pre-service teachers' learning power is the only way to teachers' growth and professional development,and also an important way to reduce teachers' learning pressure.This research adopts the basic route of "theoretical research-current situation measurement-strategy suggestion".The literature research method is used to comb the existing research results,and the theoretical system of this research is constructed to provide theoretical support and basis for empirical research.Questionnaire survey was used to collect the data of preservice chemistry teachers' learning power and verify the research hypothesis.According to the empirical results,the corresponding promotion countermeasures are put forward.Based on this route,the paper consists of five parts:The first part is the introduction,which introduces the historical background of this research,analyzes the status quo and shortcomings of relevant research at home and abroad,and clarifies the importance and urgency of the research.The core problems of the research are determined,the hypothesis is put forward,the research method of this research is established,and the research design path is formulated.The second part is theoretical research,which clarifies the essence of pre-service chemistry teachers' learning power,that is,pre-service teachers complete and realize the education and training objectives of teachers,and form the internal energy of lifelong learning quality,which is composed of four structures: learning motivation system,initiative and persistence,absorption and creativity,and exploration and innovation.In reading literature,on the basis of the four primary elements are further divided into 14 secondary elements,respectively,learning attitude,learning interest,learning motivation,teachers' professional awareness,education theory,education experience understanding migration,education problems,research forces,education experience reflection,education technology applying forces,learning self-control,endurance,resistance to pressure and quality of innovative thinking and creative teaching behavior.The third part is the investigation and research.The self-designed learning power scale of pre-service chemistry teachers was designed.After the revision,500 preservice chemistry teachers in Y province and C city were surveyed and the survey results were quantified with statistical software.Longitudinal understanding of the current situation of preservice chemistry learning power from the perspective of the overall situation,and transverse comparison of the differences in the three aspects of gender,grade and school type by the methods of average score,standard deviation and T test.The fourth part is the promotion strategy research,from the pre-service chemistry teacher's own development,the chemistry curriculum construction,the university management three levels proposed to improve the pre-service chemistry learning power strategy.To improve the learning power of pre-service chemistry teachers,on the one hand,the intrinsic motivation and autonomous learning power of pre-service chemistry teachers should be enhanced;on the other hand,the external conditions and guarantee mechanism of pre-service chemistry teachers' learning should be improved to promote the development of teachers' professional power.Therefore,put forward the following strategies: to establish a correct view of learning,to formulate a reasonable learning plan;Develop good chemistry study habit,perfect volitional quality;To define teachers' professional ideal and stick to teachers' responsibility and mission;Cultivate the learning interest of pre-service teachers and improve the cognitive drive;Strengthen the power of chemical education and scientific research and cultivate the problem consciousness;Adopt diversified approaches to cultivate the quality of innovative thinking;Pay attention to the preservice chemistry teacher creative teaching behavior guidance;Strengthen educational practice management and promote the development of reflective power;Pay attention to mental health education,learn to adjust themselves and strive to build campus culture,create a good learning atmosphere.The fifth part is the research conclusion,which summarizes the current situation and existing problems of preservice chemistry teachers' learning power,reflects on the shortcomings of the research,and looks forward to the development trend of the future research.