Research On The Construction Of The Evaluation Index System Of Teachers' Interdisciplinary Teaching Competency

At present,“interdisciplinary”actually has gradually become a new feature of global development of the new era and the evolution of the times,and has gradually formed a new direction for educational reform and development worldwide.Since the beginning of the 21^stcentury,mankind has entered an increasingly integrated modern society,meanwhile,a series of issues such as technology,economy,and society appear interdisciplinary.In the past,the boundaries of highly differentiated disciplines have gradually become blurred.Different disciplines in the discipline pedigree have shown a trend of mutual intersection,penetration and integration including natural sciences,humanities and social sciences,and engineering sciences,ect.A large number of emerging interdisciplinary are flourishing development in institutions of higher education.In terms of talent training,the transition from the traditional single-disciplinary training model to the new interdisciplinary training model is not only an urgent need for higher education development,but also an urgent need for basic education reform.Taking the cultivation and development of the the key competence of students as the starting point and end point,interdisciplinary teaching competency has become a new element and new fulcrum for teachers to be qualified for future education and teaching.Based on this,this research selects the interdisciplinary teaching competency of teachers as the research theme,takes the construction of the evaluation index system of interdisciplinary teaching competency of teachers as the main research objective and content,from the theoretical level of“evaluation index system construction”to the practical level of“evaluation index system application”to start research.By comprehensively using curriculum integration theory,iceberg model theory and teacher professional development theory,this article evaluates teachers'interdisciplinary teaching quality evaluation index system through literature review,connotation interpretation,theoretical interpretation,index formulation,weight calculation,questionnaire survey and data analysis,etc.The proposition has been discussed systematically,with the purpose of clarifying the connotation and constituent elements of teachers'interdisciplinary teaching competency,and in-depth discussion of the essence of each component,so as to scientifically and systematically construct a teacher's interdisciplinary teaching competency evaluation index system,and analyze the current level of interdisciplinary teaching competency of Chinese teachers basing on the empirical tests.Specifically,it focuses on three major issues:Firstly,from the perspective of higher concepts and related concepts,what are the connotations and characteristics of teachers'interdisciplinary teaching competency?Secondly,what are the dimensions and indicators of the teacher's interdisciplinary teaching competency evaluation index system and what is their relative importance?Thirdly,what is the current status of interdisciplinary teaching competency of primary and middle school teachers and are there differences?Through theoretical analysis and empirical research,it draws the following research conclusions:First of all,teachers'interdisciplinary teaching competency means that teachers can start from their own teaching subjects,combine with one or more related subjects,and based on the concept of curriculum integration,through thematic,problem-based,and project-based interdisciplinary teaching methods.Teaching activities promote students'interdisciplinary learning and cultivate their interdisciplinary competency.As a professional quality that teachers should have for future education,its main characteristics are interdisciplinary,integrated and developmental.Secondly,the interdisciplinary teaching competency of teachers consists of three elements:interdisciplinary teaching knowledge(Y₁),interdisciplinary teaching competence(Y₂)and interdisciplinary teaching affection(Y₃),and is composed of eight secondary indicators which consists of interdisciplinary teaching content knowledge(X₁₁),interdisciplinary teaching method knowledge(X₁₂);interdisciplinary teaching cognitive capability(X₂₁),interdisciplinary teaching design capability(X₂₂),interdisciplinary teaching implementation capability(X₂₃),interdisciplinary teaching reflection capability(X₂₄);interdisciplinary teaching belief(X₃₁)and interdisciplinary teaching attitude(X₃₂),and it consists of twenty-five observation points.Finally,through empirical testing,the overall current level of interdisciplinary teaching competency of primary and secondary school teachers is good;in terms of dimensions,primary and secondary school teachers'interdisciplinary teaching affection dimension is slightly better than interdisciplinary teaching knowledge and interdisciplinary teaching competence.In addition,there are differences in the self-evaluation results of interdisciplinary teaching competency in the four background variables of gender,school level,academic qualifications,and professional titles.Specifically,in terms of interdisciplinary teaching competence,male teachers'are significantly higher than female teachers',and primary school teachers'are significantly higher than middle school teachers';in terms of interdisciplinary teaching knowledge,primary school teachers'are significantly higher than middle school teachers',and senior teachers'are significantly higher than junior teachers';in terms of interdisciplinary teaching affection,teachers'with master's degree are significantly higher than those with bachelor's degree,and senior teachers'are significantly higher than junior teachers'.In summary,this research has enriched the research on“interdisciplinary competency”by interpreting the connotation and characteristics of teachers'interdisciplinary teaching competency,theoretically constructing and empirically verifying the evaluation index system of teachers'interdisciplinary teaching competency with weight coefficients.However,the entire research still has problems such as relatively limited research methods,relatively shallow theoretical analysis,and relatively simple empirical research.In the future,the research on the evaluation of teachers'interdisciplinary teaching competency can be deeply explored from multiple methods,multiple theories and multiple perspectives.