Research On The Status Quo Of Science Teachers’ Innovative Concept And Its Influence On Innovative Teaching Behavior

Power of science and technology,education first.Science education plays a key role in the cultivation of young people’s scientific and technological innovation capabilities.The cultivation of students’ innovative ability points to the innovative teaching of science teachers.Idea directs behavior.Whether the science teacher has the correct innovative concept has an impact on his innovative teaching behavior.In addition,in the past,the research on teachers ’innovative concept was relatively general,and there was little argumentation on specific subjects.The research on science teachers’ innovative concept was almost zero.Based on the above background,the core content of this study is about the status quo of science teachers’ innovative concept and its influence on innovative teaching behavior.This study selects science teachers in Jiangsu Province as the research object,mainly using the literature research method and questionnaire survey method for research.310 questionnaires were distributed,of which 306 were valid,and the effective recovery rate was 98.71%.The conclusion of this study is as follows:1.The overall level of innovative concept and innovative teaching behavior of science teachers in Jiangsu Province is relatively high,but the development of every dimensions is uneven.2.There is no significant difference in terms of gender,professional ranks and titles,whether to teach graduating classes,whether they are in charge of disciplines,or backbone titles in the dimensions of science teachers’ innovative concept;there are significant differences in teacher seniority and the source of the school;There is no significant difference in the educational background about science teachers’ concept of the essence of innovation 、Innovation ability cultivation and innovative student,and there is a significant difference in the educational background about science teachers’ innovative composition concept.3.The dimensions of science teachers’ innovative teaching behavior are not significantly different in whether the teacher teaches the graduating class and professional ranks and titles;there are significant differences in teacher seniority,the source of the school,whether they are in charge of disciplines,and backbone titles;There is no significant difference in gender and educational background about the concept and ability of science teachers’ innovative teaching behavior,but there is significant difference in gender and educational background about innovative teaching behavior strategys.4.There is a significant positive correlation between twos in dimensions of science teachers’ innovative concept and dimensions of innovative teaching behavior.5.It is found that science teachers’ innovative concept has a positive predictive effect on innovative teaching behavior through regression analysis.Among them,the concept of science teachers’ innovative composition has the greatest influence on each dimension of innovative teaching behavior.