Research On The Construction And Application Of A School-based Training Model Driven By Chemistry Problems In Junior High Schools

The new round of curriculum reform has been comprehensively carried out with the revision of the Compulsory Education Mathematics Curriculum Standards(2011 Edition).The new curriculum standard puts forward new requirements for the curriculum objectives,learning methods and evaluation system of the chemistry subject.It can be seen that the professional quality,teaching ability and educational research ability of chemistry teachers are facing great improvement.At present,with the development of the country,the state has put forward relevant documents such as improving teachers’ teaching and research capabilities and making full efforts to increase teacher training,which reflects the state’s high attention to the professional development of teachers.In the past school-based training,there was a lack of teacher participation,and it was considered that the training could not solve the actual problems.Then,how to effectively carry out school-based training activities to promote the promotion of teachers’ professional quality and enhance teachers’ teaching and research capabilities has become an urgent problem to be solved.The authors found through literature review that the exploration of school-based training models still has flaws.Therefore,in order to solve the above problems,this paper summarizes and analyzes the origin and development process of school-based training,the main body of school-based training,the core tasks of school-based training,the content of school-based training and the school-based training strategy,and combines the practice of school-based training to propose problem-driven School-based training model.This paper adopts a variety of research methods,such as literature method,investigation method and experience summarization method,to theoretically think about constructing problem-driven school-based training model,and constructs a concrete implementation plan including asking questions,proposing problem-solving strategies,and formulating strategies.The problem-driven school-based training model that judges which evidence is collected,implements the plan,collects evidence,reflects the summary,and writes the report,and proposes a guarantee mechanism for the problem-driven school-based training model.The problem-driven school-based training model is applied in a middle school in Shenyang to ensure the feasibility of the problem-driven school-based training model.At the same time,thefollowing strategies are proposed for the problem-solving school-based training model in the application process: before training Teachers collective training,understanding the problem-driven school-based training model;before and after the training,the teacher conducts self-reflection;the school provides reading rooms,purchases China Knowledge Network and other resources to provide teachers with teaching strategy templates;train teachers to correctly use and produce classroom observation and measurement tools;Clarify the main position of the teacher in the process of training;the conclusion of the evidence should be promptly fed back into the teaching improvement.And through the teacher interview,the problem-driven school-based training model can effectively improve the teaching and research ability of teachers.