Research On The Professional Development Path Of Chemistry Teachers Based On Qualitative Comparative Analysis

A century-old plan,education-oriented,education-oriented plan,teacher-oriented.As the key to the promotion of education,teachers will directly affect the quality of education and the cultivation of talents.At present,my country's new round of basic education chemistry curriculum reform is proceeding in an orderly manner.Whether the new chemistry curriculum can be implemented effectively,the key lies in the professionalism of teachers.Therefore,how to improve teachers' professional quality and promote chemistry teachers Professional development is very important.On the basis of the existing research and combining the characteristics of the chemistry discipline,the paper independently constructs the internal structure framework of the professional development of chemistry teachers.And summarizes the six internal factors affecting the professional development of chemistry teachers.They are chemical professional knowledge,chemical teaching knowledge,chemical general knowledge,chemical experiment skills,research ability and professional emotion.The paper combined a large amount of literature,analyzed each factor,designed related topics,and compiled a "professional development questionnaire for chemistry teachers".After initial testing and multiple revisions,the paper uses SPSS software to perform reliability testing and exploratory factor analysis.The reliability and validity of the questionnaire is relatively high and suitable for this research.This study investigated some high school chemistry teachers in Jiangsu Province,and collected 52 valid data through the questionnaire.The thesis adopts a qualitative comparative analysis method to find the collective relationship between the conditional configuration and the result from the overall perspective.Answer the asymmetry question of multiple concurrency.After value assignment and data conversion,using Fs QCA3.0 software to construct truth table.The six conditions are transformed into independent variables,and the chemistry expert teachers are transformed into dependent variables.Through data analysis,the multi-condition causal explanation that affects the professional development of chemistry teachers is obtained.And the necessary,sufficient and peripheral conditions required to become a chemistry expert teacher.In the end,two paths for the professional development of chemistry teachers are obtained: "Path 1 = Chemical professional knowledge * Chemistry subject teaching knowledge * Research ability * Professional emotion","Path 2 = Chemistry subject teaching Knowledge * Experimental skills *Research ability * Professional emotion".The necessary conditions for the professional development of chemistry teachers are chemistry teaching knowledge,research ability and professional emotion,and the sufficient conditions are chemistry professional knowledge and experimental skills.In addition,this paper also analyzes the paths of experienced teachers and novice teachers.By comparing with the path of expert teachers,it finds out the shortcomings of different types of experienced teachers,and provide some suggestions for their future development.