The Composition And Evaluation Of The Teaching And Research Ability Of Junior High School Chemistry Teachers

The teaching and research ability of chemistry teachers is an important index of their professional ability and an important guarantee for them to solve problems in chemistry.Improving chemistry teachers' teaching and research ability is of great significance for improving teachers' teaching level,improving students' learning effect and promoting teachers' specialization development.This study,based on the perspective of teacher development,learning ability to structure theory,the teacher professional development theory and adult education theory,about the teaching and research at home and abroad for reference,the definition of the composition and evaluation to determine teacher's teaching research ability elements,design evaluation index,the development theory of Rasch evaluation tools,research on junior middle school chemistry teachers' teaching ability to carry on the survey and analysis,according to the current situation of teachers' teaching research ability,put forward to cultivate chemistry teachers' teaching research ability strategy,provide reference for the first-line teachers.This research is divided into three parts: basic research,practice research and strategy research.In the basic research,through combing the domestic and foreign literature and combining the actual situation of teaching and research,the teaching and research ability of chemistry teachers is divided into five parts: the ability to propose problems in chemistry teaching,the ability to find the causes of problems and formulate solutions,the ability to make plans and carry out teaching experiments,the ability to collect evidence and draw conclusions,and the ability to reflect and communicate systematically.Including predict the behavior of students,in the teaching to the teaching goal of a judge,found problems in the teaching consciousness,the impulse to solve the problem,and master data access methods,determine the cause of the problem,put forward the basic assumption to solve the problem,determine the class teaching strategy plan,is used to measure the tools to develop measurement tools(classroom observation scale),test(students),formulate measurement tools(student interview outline),collect evidence of personnel division of labor,using the class teaching strategy,collect evidence(classroom observation scale,students test,student interview),presents evidence,such as use diagrams,tables,and use Evidence and logical reasoning establish causal relationship,reflective research process,the enthusiasm of communication process and other elements.In the practical research,through the analysis of the collected data,it is proved that the test tool has good credibility and effectiveness.The following conclusions are drawn: the level of teaching research ability of junior chemistry teachers is low;The secondary level of teaching and research ability of junior high school chemistry teachers is low.In the strategy research,aiming at the current situation of junior middle school chemistry teachers' teaching and research ability,this paper puts forward the training strategies from putting forward chemistry teaching problems to systematic reflection and communication.