Research On The Influence Of Network Learning Based On Famous Teachers' Studios On The Scientific Research Ability Of Chemistry Teachers

With the advancement of education reform and the advent of information age,more and more researchers pay attention to the research on teacher education and teacher learning.As a learning community of teacher learning and training,master workshop is an important measure taken by China to improve the quality of teachers and promote the professional development of teachers.Therefore,it is necessary to conduct an in-depth study on the learning and ability development of teachers in master workshop.Therefore,taking chemistry teachers in different types of master teachers' studios as research objects,questionnaire survey method,interview method and combined with existing literature analysis,the following questions will be studied:(1)the connotation,components and operation mode of master teachers' studios;(2)what are the online learning behaviors of chemistry teachers in master studios and what is the current situation?(3)what is the scientific research ability of the chemistry teacher in the master's studio?(4)which behaviors of web-based learning influence the development of chemistry teachers'research ability in master studios?(5)what measures should be taken to improve research capacity?Research and analysis are carried out around these five core issues.The paper is divided into eight parts.The first part is the introduction,which mainly introduces the origin,significance,contents,ideas and methods of the research.The second part is mainly the literature review,including the definition of the core concepts of famous teacher's studio,network learning behavior and research ability,and the analysis of the research status of famous teacher's studio,network learning behavior and research ability.The third part is the theoretical basis and analytical framework,including the teacher learning community theory,teacher professional development theory and social constructivism theory,as well as the famous teacher studio elements and operation mode.The fourth part is the compilation and revision of research tools.The fifth and sixth parts are mainly the analysis of interviews and questionnaires.The seventh part is the conclusion and suggestion,enlightenment,deficiency and prospect.According to the research analysis,the following research conclusions are drawn:(1)Master teacher's studio is composed of six elements:the host,the learning members,the learning activities,the learning resources,the learning tools and the common goal;The operation mode of master studio includes the establishment of master studio,the construction of platform,the development of learning activities,the communication and cooperation,the demonstration of results and the evaluation and reflection.(2)Network learning behavior includes communicative learning behavior,information interaction behavior,problem solving behavior,listening learning behavior,evaluative learning behavior and reflective learning behavior.The overall score of network learning behavior is relatively high.Scientific research ability includes innovation ability,data collection and sorting ability,program design ability,research and operation ability,communication and collaboration ability and summary writing ability.The overall score of scientific research ability is higher than the average score.There are significant differences and correlations between the dimensions of network learning behavior and scientific research ability.(3)In the demographic background factor analysis,gender has no significant difference in the performance of scientific research ability,while education background and teaching age have significant differences in the performance of scientific research ability.Moreover,the higher the education background,the more complete the knowledge structure of teachers,and the better the performance of teachers' program design ability and summary writing ability.The longer the teaching age,the richer the teaching experience accumulated by teachers,and the better the performance of their innovation ability,program design ability and research and operation ability.(4)The information in the network learning behavior interaction,reflective learning behavior,valuation learning behavior,behavior,communication,problem solving learning behavior to produce significant impact on the development of chemistry teachers' scientific research ability,and the effect is reduced,in turn and listening learning behavior of chemistry teachers in the teacher studio did not produce significant impact on the development of scientific research ability.(5)The learning enthusiasm of chemistry teachers plays an important role in the development of their scientific research ability;The sense of responsibility and the way of guidance of the instructor will affect the program design ability and problem solving ability of the chemistry teacher.In addition,the abundant learning resources and reasonable learning activities will promote the development of the chemistry teacher's ability of data collection and sorting,communication and cooperation,and further affect the development of their scientific research ability.Taking the network learning and scientific research ability of teachers in master teacher's studio as the research point,this paper adopts the combination of quantitative research and qualitative research in the research method,so as to give the research conclusions and Suggestions,and provide certain reference for teachers' learning and training in the future and the development of master teacher's studio.