The Study On Representation,Measurement And Evaluation Of Teaching Performance Of Senior High School Chemistry Teachers

The promulgation of "Ordinary Senior High School Chemistry Curriculum Standard"(2017)marks the beginning of a new round of senior high school chemistry curriculum reform.How to implement the core literacy of the subject into chemistry classroom teaching and how to improve the " literacy-oriented " chemistry classroom teaching ability of high school chemistry teachers have become the urgent problems to be answered and solved in chemistry curriculum and teaching theory.The evaluation of high school chemistry teachers "literacy-oriented" teaching is the only way to diagnose "literacy landing" and promote the professional development of high school chemistry teachers.This research adopts the international teacher’s teaching ability evaluation paradigm,develops the high school chemistry teacher’s teaching performance evaluation tool based on the demonstration,and carries out the measurement and the evaluation research to the high school chemistry teacher.At present,there are no related research reports in China.How to develop a "literacy-oriented" evaluation tool for high school chemistry teachers’ teaching performance is the core research issue of this study.Around this core research issue,starting from the literature,the definition,connotation and characteristics of teachers’ teaching performance are clarified.Starting from the theory,the teaching perspective and subject perspective of chemistry teachers’ teaching performance are clarified.Starting from the empirical study,the qualitative,quantitative and level representations of the teaching performance of high school chemistry teachers were carried out by using various methods such as literature,interview,investigation and statistics.Through qualitative characterization,the influencing factors of high school chemistry teachers’ teaching performance were found,and the evaluation tool of high school chemistry teachers’ teaching performance was constructed and developed.The tool has a total of 14 evaluation indicators,distributed in the two dimensions of "what to teach" and "how to teach".The dimensions of "what to teach" and "how to teach" jointly reflect the teaching performance of high school chemistry teachers with chemistry discipline characteristics from the aspects of chemistry teaching content,chemistry understanding methods and chemistry teaching strategies.The regression equation is established through quantitative characterization and the importance of the two dimensions of "what to teach" and "how to teach" is judged.Through level representation,the critical values of teaching performance of high school chemistry teachers with high,middle and low levels are divided,and the discriminant equation is determined.How to apply and analyze the "literacy-oriented" evaluation tool for teaching performance of high school chemistry teachers is another core research issue in this study.The evaluation tools were used to measure and evaluate the teaching performance of high school chemistry teachers of different genders,different professional development stages and different class types.The research found that evaluation tools can distinguish the differences of teaching performance of high school chemistry teachers with different variables in the whole,in evaluation indexes and in evaluation dimensions.At the same time,the level of high school chemistry teachers with different variables can be divided by using the discriminant equation.The research shows that at present,the teaching performance of "literacy-oriented" chemistry teachers in senior high schools is mostly at a moderate and low level,and both need to improve the teaching competene of "literacy-oriented" chemistry classroom.