Research On The Status Quo And The Influence Factors Of Information Instructional Design Competencies Of The Secondary School Chemistry Teachers

Since the outbreak of COVID-19 pandemic,all schools put off the face to face classes.Although classes are disrupted,learning is undisrupted.Large-scale online learning is growing vigorously.In order to ensure the quality of teaching and promote the professional development of teachers,the importance of improving the ability of chemistry teachers is self-evident.This study takes TPACK(Technological Pedagogical Content Knowledge)theory as the theoretical basis for the structure division of information instructional design competencies,and takes the instructional competencies angles which was issued by White Paper on Chinese teacher training in 2020,as the standard to study the development status of secondary school chemistry teachers’ information instructional design competencies.The specific research questions including:(1)How to define the concept of "information instructional design competencies "?(2)What is the current situation of the secondary school chemistry teachers’ information instructional design competencies under the background of COVID-19 pandemic?(3)What are the factors that influence the information instructional design competencies of secondary school chemistry teachers?(4)What are the feasible strategies based on the differences of the present situation?This research paper consists of seven parts:The first part is a review of the research topic,which mainly describes the background and significance of the research and the research status at home and abroad.It introduces the research content,research ideas,research methods and research objects.The second part is literature review,which introduces some scholars’understanding of "instructional design","competence" and"information-based instructional design".It explains the core concept of "competence of information-based instructional design" and divides it into structures according to the relative researches.The third part verifies the model of secondary school chemistry teachers’ information instructional design competences,which describes the implementation process of the questionnaire and the reliability and validity of the questionnaire.The fourth part analyzes the status quo and differences of secondary school chemistry teachers’ information instructional design competences by the statistical analysis of the questionnaire.The fifth part is the influencing factors of the improvement of the information instructional design competences of secondary school chemistry teachers.The sixth part introduces the strategies,which try to improve the information instructional design competences of secondary school chemistry teachers.Meanwhile,it describes the effect of the strategy that is put into practice.The seventh part is the conclusion and prospect,which summarizes the previous analysis and introduces the conclusions,innovations and deficiencies of this research.Relevant conclusions of the research are set out below:1.The reliability and validity of the overall questionnaire are good in this study.2.The overall situation of the information instructional design competencies of secondary school chemistry teachers is in an above-average level,and the evaluation ability and related training are relatively weak.It shows that secondary school chemistry teachers need to strengthen the training of evaluation ability and pay attention to the training of their own information instructional design competencies.3.There are significant differences in secondary school chemistry teachers’information instructional design competencies due to their different ages,teaching ages,information environment of teaching and years of using computer-aided chemistry teaching.Overall,secondary school chemistry teachers who are 30s to 40s or who have more than 10 years of teaching experience have the strongest overall information-based teaching design competences.The secondary school chemistry teachers who often use the smart classroom in class have better information instructional design competences than the teachers in other environments.The longer the time spent in computer-aided instruction,the stronger the competences of information instructional design they have.There is no significant difference in title,educational background,secondary school,grade and school location.4.The study finds that there are three factors which influence the information instructional design competences of secondary school chemistry teachers.According to the influencing factors,the study proposes some strategies at both theoretical and practical levels.At the theoretical level,secondary school chemistry teachers should renew their educational ideas according to the rapid development of information education,and improve their awareness of self-information teaching design.Second,we should improve the training mechanism,and strengthen the training effect;third,the leaders should introduce relevant information teaching projects to promote the improvement of competition.At the same time,the practical effect of the strategy of"introducing relevant information teaching projects and promoting improvement by competition" is tested.The results of the interview show that although it takes energy to promote training through competition,it has a significant effect on improving the competences of information-based teaching design and is worth popularizing.Based on the background of "classes disrupted,learning undisrupted",this study systematically studies the status quo and influencing factors of the information instructional design competencies of secondary school chemistry teachers.It not only provides empirical data for the evaluation of information instructional design competences,but also provides feasible strategies for the professional development of secondary school chemistry teachers.