Research On The Construction Of Primary And Secondary Teachers’ Project-Based Teaching Ability Index System

At present,people is living in the age of knowledge economy,talent is the key for a country to participate in international competition.Education is the foundation of the talent cultivation,As the social and economic development is getting better and better,the requirements for the educated are also getting higher and higher.How to make students to acquire knowledge and skills through education,while developing their learning ability,decision-making ability,operational ability and so on practical innovation ability to meet the needs of social development in the 21 st century is deeply concerned by educators in various countries.Project-based learning,oriented to practice and real problems in life,integrates various teaching elements through project tasks,guides students to realize independent construction of knowledge by means of autonomous learning,teamworking and explore learning,and It will profoundly affect the way teachers teach and the way students learn.This is one of the methods of effectively developing students’ capacity for learning and cultivating good citizen quality.Because of this,project-based learning as a new teaching model is not only widely concerned but also advocated at the policy level.However,previous research shows that although project-based learning has made some theoretical and practical exploration in our country,there are still many problems in the implementation of project-based teaching activities.Clarifying the elements of teachers’ ability to carry out project-based teaching activities can not only help teachers deepen their understanding of project-based learning,but also point out the direction for their ability improvement and project-based teaching practice.Based on this,this study takes the project-based teaching ability of primary and secondary school teachers as the research theme,takes the construction of project-based teaching ability index system of primary and secondary school teachers as the main research content,and combs the previous literature.This paper takes Molenna teacher ability structure model,curriculum integration theory and constructivism learning theory as the theoretical basis of the research,uses literature analysis and expert consultation to determine the project-based teaching ability index system of primary and secondary school teachers,adopts logarithmic weighting method to analyze and clarify the weight value of each index of the index system,and finally adopts self-designed questionnaire to test and apply the index.In particular,this study primarily includes the following content.First,the core content of this study,"Teachers’ project-based teaching ability",is decomposed and discussed to clarify the connotation and value of teachers’ project-based teaching ability in primary and secondary schools.On this basis,the relevant theoretical basis,policy documents and existing research in the aspects of "teaching ability" and "project-based learning" are taken as the main basis for determining the ability index,and the principle,procedure and content basis of the index construction are discussed in detail.Finally,an index system consisting of 4 first-level indicators,15 second-level indicators and some specific ability observation points,including "project generating ability","project planning and preparation ability","project implementation and management ability","project reflection and improvement ability",was determined and initially drawn up.Second,in order to further ensure the scientificity and feasibility of the index,this study adopts the expert consultation method to obtain the modification opinions of the ability index through two rounds of expert consultation.Based on the feedback of experts,the relevant indicators and their ability observation points are modified,added or deleted,etc.,so as to obtain a project-type teaching ability index system of primary and secondary school teachers composed of 4 first-level indicators and 16 second-level indicators.Third,in order to reflect the role and importance of each index in the constructed index system,this study uses the log-weighted method to determine the weights of indicators at each level,thus completing the construction of the project-based teaching ability index system for primary and secondary school teachers.Fourthly,in order to further verify the feasibility of the constructed ability index system and understand the current project-based teaching ability level of front-line teachers,questionnaires were compiled to investigate teachers in some provinces and cities based on the constructed index system.Statistical analysis of the collected data shows that Klonbach α coefficient is 0.986.The reliability of the questionnaire is good,and the structural validity is also good.The survey results show that the overall level of project-based teaching ability of primary and secondary school teachers is good,but there are certain differences in the performance of project-based teaching ability among different groups,such as teachers with different teaching years,different academic qualifications,and different reading of relevant books or participating in relevant training times.This study comprehensively uses a variety of research methods,combines quantitative research with qualitative research,and analyzes the project-based teaching ability of primary and secondary school teachers,which will provide some valuable preliminary discussions on the future training or evaluation of teachers’ project-based teaching ability and teachers’ project-based teaching activities.