Questionnaire Establishment And Present Situation Investigation About The Teaching Research Ability Of Middle School Teachers

Teaching research is the driving force of teachers' continuous development.The development of teachers' professional knowledge and the improvement of professional competence are all supported by teaching research.Teachers' teaching and research ability is the important indicators of teachers' professional qualities,the study of the teaching research ability is helpful to enrich theory about the teaching research ability,promote the development of teachers' teaching research ability.This study combines theoretical research and practical research with some middle school teachers in Shanxi Province as the research object.Firstly,the paper discusses the connotation and structure of teacher's teaching research ability.Secondly,the interview method was used to interview 15 teachers in 3 middle schools to determine the basic dimensions of the questionnaire on teaching research ability of middle school teachers.Then,the rationality of the questionnaire is prepared and validated,and a formal questionnaire is formed.Finally,the author investigates the development characteristics of the teaching research ability of middle school teachers,discusses the existing problems,and puts forward some reasonable suggestions.The conclusions are as follows:(1)Establishment of middle school teachers' teaching research ability questionnaire including five dimensions: learning of teaching research ability,cooperation of teaching research ability,problem orientation ability,problem analysis ability and problem solving ability,The questionnaire of teaching research ability of middle school teachers has a good reliability and validity,which is in line with the requirements of surveying,which can be used as a tool for further research on the teaching research ability of middle school teachers.(2)The development of teaching research ability of some middle school teachers in Shanxi Province is at a moderate level,but the development of theproblem orientation ability is lower.(3)Gender has certain influence on the development of teaching research ability of middle school teachers,but there is no significant difference.Men scored slightly better than women.(4)There are significant influence in the overall teaching research ability of middle school teachers in different schools.Municipal schools have the highest scores,and the teaching research ability of teachers rises with the improvement of the school level.(5)There are significant influence in the development of teaching research ability in different degrees.Below bachelor degree has the highest score.teaching research ability and problem solving ability,with the improvement of academic degree,teachers' ability to reduce;In terms of problem orientation ability and problem analysis ability,with the improvement of academic degree,teachers' abilities are also improved.There is no significant difference in teaching research cooperation ability.(6)There are significant influence in the development of teaching research ability in different teaching ages,with the highest scores of teachers aged 6-10 years.Below 5 years' experience of teachers in higher problem orientation ability development,11-15 years' experience of teachers in teaching research cooperation and problem analysis ability development is higher,more than 16 years' experience of teachers in teaching research development of higher learning and problem solving ability.(7)There are significant influence in the development of teaching research ability of middle school teachers in title.The teacher who has no professional title has the highest score.The secondary title teachers in research learning ability and problem analysis ability development is higher,the level of teachers' teaching research cooperation ability development is higher in first title,the level of teachers' problem orientation ability development is higher in no title,teachers in problem solving ability development is higher in senior title.