Research On The Design Of Pre Service Chemistry Teachers' Educational Study Activities To Promote The Development Of Teaching Critical Thinking

At present,China has entered the deep water area and critical period of education reform,teachers need to have teaching critical thinking to know how to better integrate critical thinking into the classroom,so as to lead students to develop and improve critical thinking.Compared with post service training,it is more convenient and effective to cultivate pre service teachers' teaching critical thinking by using the educational resources of normal universities.However,the current research on the development and cultivation of pre service teachers' teaching critical thinking is still relatively weak and has not received enough attention.The chemistry education and study activities in normal universities are not only an activity to enrich pre service teachers' teaching practice knowledge,but also a good natural platform to cultivate pre service teachers' teaching critical thinking.Therefore,this study will try to use problem-based learning,collaborative reasoning and discussion,micro lecture and epistemology in chemistry education and study activities in normal universities The four strategies can promote the development of pre service chemistry teachers' critical thinking in teaching,and improve their positive emotion and cognitive skills in critical thinking of teaching problems.This study focuses on the following research questions:(1)what are the core elements of teaching critical thinking?(2)How to design the critical thinking test tool for pre service chemistry teachers?(3)What strategies are used to promote the development of pre service chemistry teachers' teaching critical thinking?(4)How does the implementation of chemistry education and study activities affect the critical thinking of pre service chemistry teachers?In order to answer the above questions,this study focuses on the research of critical thinking and teaching critical thinking related concepts,testing tools and training methods at home and abroad.Firstly,it defines the core elements of teaching critical thinking,including two dimensions:emotional tendency and cognitive skills of teaching critical thinking.Among them,the emotional tendency of teaching critical thinking covers seven sub dimensions:questioning consciousness,truth-seeking consciousness,objective rationality,openness,self-confidence,analytical and systematic;while the cognitive skill of teaching critical thinking covers six sub dimensions:teaching elaboration,teaching analysis,teaching evaluation,teaching reasoning,teaching description and teaching self-regulation.Based on this theoretical framework,the paper guides the development of the questionnaire of emotional tendency of pre service chemistry teachers' teaching critical thinking and the test paper of cognitive skills of pre service chemistry teachers' teaching critical thinking.Among them,the development of cognitive skills test paper considers two dimensions:cognitive skills and problem situation.Cognitive skills are divided into the above six sub skills,while problem situation includes literature situation,instructional design situation and educational practice situation.The questionnaire is adapted from the questionnaire with good reliability and validity.In this study,38 pre service chemistry teachers in a normal university in Wuhan were selected as the content carrier in three aspects of teaching design,teaching implementation and head teacher education management.Four teaching methods,namely problem-based learning,collaborative reasoning and discussion,micro lecture and knowledge argumentation proposition composition,were used to design and carry out educational research activities to cultivate pre service chemistry teachers In order to demonstrate the training effect,we use the two questionnaires to evaluate the teaching critical thinking of teachers.The results show that:(1)After the implementation of the educational study activities,the overall average score of the emotional tendency of the pre service chemistry teachers' teaching critical thinking is significantly improved,and the levels of the four emotional tendencies of questioning consciousness,truth-seeking consciousness,objective rationality and openness are significantly changed,which shows that the implementation of the activities has great influence on the pre service chemistry teachers'questioning of authoritative views,pursuit of teaching truth,having a positive influence to express one's own teaching views,listening to others' teaching views and evaluating objectively.There are two reasons:one is the limited study time;the other is that in addition to collaborative reasoning and discussion,other activities are mostly to select group representatives to report or discuss,and there is a lack of opportunities for oral expression,so it can not be achieved that the self-confidence of all subjects was significantly improved.(2)After the implementation of educational study activities,the overall average score of pre service chemistry teachers' cognitive skills of teaching critical thinking has also improved significantly.Among them,the levels of four cognitive skills of teaching elaboration,teaching analysis,teaching reasoning and teaching explanation have changed significantly,which shows that the implementation of the activities have a positive impact on helping pre service chemistry teachers more fluently clarify their teaching views,analyze teaching problems and teaching materials,aquire teaching design with good teaching effect and effective solutions to teaching problems through reasoning,and verify their own teaching reasoning process.Although the two cognitive skills of teaching evaluation and teaching self-regulation have been improved,they are not significant.It is speculated that the reason may be that the evaluation and reflection in education are mainly concentrated in the stage of problem-based learning activities,and the latter three stages are slightly insufficient in the cultivation of these two cognitive skills.Therefore,future research should increase the number of research objects to systematically evaluate others and reflect on themselves.