Action Research On The Development Of Classroom Teaching Ability Of Chemical Teachers In Rural Middle School Based On "Field Style"

“Field style” is base on teaching practice,through teach practice,and to solve that actual problem of teaching practice,which is one of the ways to effectively improve the ability of rural teachers to teach in classroom teach,and possesses the features of practicality,openness and anti-thinking.Classroom teaching ability is the core of the development of teacher’s quality,and it is an important part of teaching ability,and many scholars have studied it from different angles and levels.On the basis of the research literature,this paper compiled a questionnaire on classroom teaching ability of rural junior middle school chemistry teachers,and made a diagnosis of classroom teaching ability of rural junior middle school chemistry teachers.The conclusions are as follows:(1)The chemistry teachers in rural junior middle school have a certain understanding of the present situation of their classroom teaching ability.(2)The teachers of rural junior middle schools approve of the way in which their schools and colleges cooperate in practice to promote the development of their own classroom teaching ability,that is,the concept of "field style" teaching and research.(3)The main factors that restrict the development of classroom teaching ability in rural junior middle school chemistry teachers are teachers’ own aspects,and the school constraints are secondary.On the basis of classroom diagnosis,a rural junior middle school chemistry teacher is selected as the object of action research,and a research project based on the "field" teaching and research concept is designed.Action research is carried out from seven aspects: Teachers’ instructional design ability,classroom lead-in ability,classroom questioning ability,classroom presentation ability,classroom teaching reflection ability,classroom blackboard writing ability and teaching innovation ability.And from the classroom observation scale of the changes of the various projects and "field" teaching and research on the impact of various abilities of teachers to examine the results.The results show that(1)"Field-style" teaching and research contributes to the improvement of teachers’ teaching ability,but the development of different teachingabilities is different.(2)"Field-style" spiral teaching and research training has promoted the professional growth of Teacher Z,especially the most significant changes in the student oriented teaching concept.(3)The development of teacher Z’s teaching ability is affected by the school conditions.In particular,the classroom demonstration ability is most affected by the school experimental conditions.(4)The "field style" teaching and research training also brought the other teachers to pay attention to their own classroom teaching ability and active change.Based on the above investigation findings,suggestions for development were put forward in several aspects from the teachers themselves,schools and teaching research teams.