The Research Of Teacher's Professional Judgment Ability Based On The Chemical Teaching Critical Incidents

In this study, starting from the teacher education, chemistry education in critical incidents focuses on the development of teacher professional judgment factor. It systmatically discusses the critical incidents of the sense of research and teaching progress at home and broad, gives a new meaning of critical incidents, further defines the teacher professional judgment and discusses their specific classification.The author participates in the teaching and research activities and the collective training of teachers to understand the front-line teaching in-depth. Together with the teachers, the author makes critical incidents research, which reveals the impact of teacher professional development judgment factors. The author supposes the impact of teacher professional judgment default factors, collects different incidents in the classroom, decrypts these incidents , interviews the teachers and changes the ideas with the teachers. After summarizing viewpoints of discussion of collective teacher, the author writes 7 critical incidents.It comes to four conclusions on the analysis of the critical incidents. the perceived ability of teachers affect their practical application of professional judgment; classroom teachers diagnostic capabilities of its professional judgment diagnostic play; ability classroom teachers reflect its critical professional judgment strength; reflective teachers through professional judgment other professional sense, and revealed the improvement of classroom teaching, the teaching profession to improve the deep-seated sense of meaning.