High School Chemistry Teachers’ Teaching Design Ability Development Research

Related studies show that teachers’ teaching design ability is one of the factors that affects students’ chemistry learning.Most of the existing researches only explain ability of teaching design theory, this study makes chemistry teachers’ self assessment of their own teaching design abilities as the breakthrough point, and makes teaching design ability of international standards (Instructional Design Competencies, IBSTPI) for the scale, to study objectively the teaching design ability development on the basis of their self assessment.Research questions including:(1)How to define the ability, teaching design, and teaching design ability?(2) What is the content of the teaching design ability, or what are the evaluation standards of horizontal dimension and vertical dimension?(3) What are the factors that affecting the development of chemistry teaching design ability? (4)What are the targeted and effective measures to narrow the differences and develop the teaching design ability?This research paper consists of seven parts. Part I is introduction. It mainly explained research questions explained, meaning, ideas and methods.Part II is the literature review, interpreted the core concepts of the "ability","teaching design", "teaching design ability"; and comprehensive review of this study related research at home and abroad. Part III is the questionnaire preparation and implementation of this study will be described below, and presents the revised terms of quality indicators from the survey questionnaire reliability, item discrimination, exploratory factor analysis. Part IV analyzes the situation of high school chemistry teachers’ current teaching design ability.Then inspects the demographic differences by single factor analysis of variance, from teaching age, professional titles, teaching grade, teaching middle school, teaching school location and so on,studying its influence on teachers’ teaching design ability. Part V studies middle school chemistry teachers’ teaching design case in different teaching age. The objects of study:junior and senior chemistry major students, full-time reading chemistry graduate students in central China normal university,having worked for 1-5 years and more than 5 years of chemistry teachers. Part VI puts forward the measures to improve the ability of teaching design through the questionnaire survey data. Part VII elaborates the research conclusion, inspiration, innovation and deficiency.Conclusions of this study are as follows:1.This study designs the teaching design ability questionnaire involving seven first-level indicators, a total of 42 item, having good reliability and validity of the questionnaire.2.High school chemistry teachers’ current teaching design abilities are overall good: restructuring ability of teaching content and teaching process design capacity is relatively strong; curriculum standard grasping ability, teaching strategies choosing ability and elastic design ability are in average level; teaching target establishment ability, analyzing and understanding of students abilities are relatively low.3. The demographic background difference test:one through single factor ANOVA test, found that high school chemistry teachers’ teaching design ability due to the significant difference among different teaching age. Teacher’s title, the highest record of formal schooling, teaching high school, teaching grade and the location of the school do not exist significant differences in these aspects.Among the differences of teachers’ teaching age,the significant performance in these four dimensions ,teaching process design, choice of teaching strategies and elastic design abilities. On the whole, as the growth of the school age, these four aspects ability are enhanced,senior and full-time graduate students have almost the same ability level in these four aspects.4. Continue to analyze different teaching design texts and interview teachers in different teaching ages,the study show that in the process of implementation, the three teachers in phase 1～5 years of teaching design in the analysis of students’ ability, curriculum standards grasp ability, teaching target establishment and the teaching process design ability three aspects were significantly higher than before. Phase in more than five years in the analysis of students’ ability, curriculum standards grasp ability, teaching target establishment ability three aspects do not well in the teaching design, but incorporated into the teaching process, in the design of its teaching process design capability obviously higher than the previous stages.This study not only provides the empirical data for the evaluation of teaching design ability, the development of design capability, and teachers’ professional development,but also sets advice for the pre-service teachers, etc.