Research On The Teaching Quality Of Middle School Science Teachers

In today's world,the rapid economic development,in order to win in the fierce international competition,talents,and talent training depends on education.Science teaching is an important part of school teaching,science teachers' teaching quality directly affects the quality of talent cultivation.Therefore,we must constitute a clear science teachers' teaching quality and in order to make the professional development of science teachers more targeted.In this study,based on the existing research results on the review,which constructs the theoretical framework of secondary school science teachers teaching quality,while the development of measuring tools of science teachers' teaching quality of empirical research,preliminary analysis of the current science teachers in Chinese teaching quality status,so as to provide theoretical and practical reference for future science teachers' training curriculum.This paper is divided into the following seven parts:The first part describes the reasons for the topic.In the second part,the author summarizes the domestic research on the teaching quality of teachers and the teaching quality of science teachers,which lays a theoretical foundation for the construction of the theoretical framework of teaching quality.The third part expounds the purpose,task and method of this study.The fourth part,based on the literature analysis,we established a theoretical model of secondary school science teachers teaching quality,which consists of four systems: the affective system,concept system,knowledge system and ability of the system,and the 4 elements were described in detail.The fifth part,a theoretical model of middle school science teachers' teaching quality based on the developed and revised the teaching quality of middle school science teachers' questionnaire,exploratory factor analysis of the survey data by SPSS20.0,the empirical research on the elements of the model of middle school science teachers' teaching quality,confirms the theoretical conception of the research.The sixth part of the current middle school science teachers in China quality questionnaire,teaching quality status of specific analysis of science teachers' group.The study found that different gender,different subjects,different seniority,differentdegree,different titles,different period of the science teachers there are some differences in the teaching quality.The seventh part,according to the survey results,draw the corresponding conclusions,and further analysis of the existing problems and shortcomings.