Research On The Factors Affecting Junior High School Chemistry Teachers' Evidence-based Teaching Research Abilit

In the field of education,evidence-based teaching is a part of the evidence-based practice movement,which originated in the European and American medical fields in the 1990 s.It is helpful to participate in teaching practice scientifically and carry out teaching effectively,and has been widely concerned by the education and teaching circles.As theory practitioners and problem researchers,it is necessary for teachers to pay attention to explicit and measurable evidence of teaching effect through evidence-based teaching.Improving teachers’ research ability in evidence-based teaching is an important part of current teacher education and training.In-depth research on influencing factors is conducive to improving teachers’ corresponding ability level in a targeted manner.Therefore,in this study,based on relevant teaching research and evidence-based teaching literature,combined with teacher professional development theory and evidence-based pedagogy theory,evidence-based teaching research ability is divided into five components: ability to propose problems existing in teaching,ability to construct problem-solving strategies,ability to draw teaching research action plans,ability to collect evidence and draw conclusions,and ability to cooperate,communicate and share.Nine factors of value orientation and motivation,consciousness,teaching theory and practice literacy,evidence-based literacy,time and energy,professional guidance,information equipment and facilities,construction of teaching and research system and construction of teaching and research community were extracted.Based on the above analysis,the test paper of teachers’ evidence-based teaching and research ability and the questionnaire of influencing factors were designed and distributed to junior high school chemistry teachers in Liaoning Province.Under the premise that the ability test paper and the influencing factors questionnaire are reasonable and scientific,the formal test and investigation are carried out,and the data are collected and analyzed.In the process of data analysis,SPSS26.0 software was used to analyze the difference of teachers’ gender,school location,age,teaching age,and professional background with the highest degree,and it was found that teacher gender was significantly correlated with chemistry teachers’ evidence-based teaching and research ability.School location,age,teaching age,and professional background of the highest degree had no significant correlation with chemistry teachers’ ability of evidence-based teaching and research.Secondly,SPSS26.0 software was used to conduct correlation analysis between the nine factors of EBL and teachers’ EBL.The data results showed that all the nine factors were significantly correlated with teachers’ EBL,so each independent variable had a certain relationship with the dependent variable.Thirdly,based on the significant correlation results among variables in the correlation analysis,the structural equation model of factors affecting the evidence-based teaching and research ability of junior high school chemistry teachers was established through AMOS24.0software.Under the condition of factor analysis,the data analysis results showed: Teaching research value orientation and motivation,consciousness,teaching theory and practice literacy,evidence-based literacy,time and energy,professional guidance,teaching research system construction factors are significantly positively correlated with chemistry teachers’ evidence-based teaching research ability,information equipment and facilities and teaching research community construction have no significant impact on teachers’ evidence-based teaching research ability,and the reasons are analyzed.Finally,based on nine factors,it puts forward corresponding suggestions to improve the research ability of evidence-based teaching of junior high school chemistry teachers,and promotes teachers’ professional development with targeted strategies.