| With the development of education,the requirements for teachers’ comprehensive quality are getting higher and higher.The new era has given teachers a more important mission,and at the same time put forward higher requirements for teacher development.Teachers must not only improve their professional ability,but also continuously improve their innovation ability,and establish the concept of lifelong learning,and actively adapt to the modernization of education.However,novice chemistry teachers have insufficient teaching experience,insufficient knowledge structure,and lack of self-development awareness,and their professional development is facing great challenges.Based on the collation and analysis of the related literature on teachers’ learning ability,this research starts from the cognitive learning perspective and believes that teachers’ learning ability is the ability of teachers to acquire knowledge,insist on continuous development of themselves,and constantly innovate teaching work,which is the fundamental source of teacher professional development.power.Therefore,studying the current situation of novice chemistry teachers’ learning ability and improving strategies is an important method to effectively solve the problem of novice chemistry teachers’ professional development.This article takes “theoretical-analysis-model-construction-scale-development-applicati on research-countermeasures and suggestions” as the mainline to study the status quo of novice chemistry teachers’ learning ability.The research is mainly divided into five parts:The first part is the theoretical analysis: analyzing the current research status and existing shortcomings of learning ability and teacher learning ability at home and abroad.Based on literature analysis,starting from cognitive learning theory,define the connotation of teachers’ learning ability and discuss its constituent elements.The second part is the model construction: based on the elementary elements of the teacher’s learning ability obtained by combing the literature,and the results of interviews with ten first-line novice chemistry teachers,this study preliminarily constructs the learning ability detection model of the novice chemistry teachers.The Delphi method was used to solicit the opinions of ten education experts.After three rounds of expert opinion consultation,a learning ability test model for novice chemistry teachers was finally constructed.The learning ability detection model of novice chemistry teachers includes six first-level dimensions: teachers’ basic learning ability,teachers’ learning motivation,teachers’ learning perseverance,teachers’ learning internalization ability,teachers’ learning transfer ability,and teachers’ learning creativity.The third part is the scale development: according to the learning ability testing model of novice chemistry teachers,this research has developed a learning ability testing scale for novice chemistry teachers.Using SPSS 26.0 to pre-test the scale,proves that the scale has good reliability and validity and is suitable for empirical research.In order to ensure the scientificity of the scale,the Rasch model was used to conduct a second round of pre-testing of the scale.According to the results of the quality parameters of the Rasch model,the White diagram,the probability curve.The results further confirmed that the scale has good reliability and validity.The fourth part is applied research: use the scale to research and analyze 1073 novice chemistry teachers’ learning ability.The research results show that the learning ability of novice chemistry teachers is generally low.Among them,teachers have the highest basic learning ability,followed by teachers’ learning creativity,teachers’ learning internalization,teachers’ learning perseverance,teachers’ learning transfer ability,and teachers’ learning motivation are the lowest.There is no significant difference in the learning ability of novice chemistry teachers of different genders.There are significant differences in the learning ability of novice chemistry teachers from different educational backgrounds and regions.The fifth part is countermeasures and suggestions: in response to the research results,this research proposes strategies for improving novice chemistry teachers’ learning ability.At the school level: guide novice chemistry teachers to form a learning organization;build a learning platform for novice chemistry teachers to enrich learning resources;focus on providing teachers with policies to encourage teachers to learn.At the personal level: Novice chemistry teachers should plan their time reasonably,use effective strategies to improve learning efficiency,determine learning goals,and enhance learning motivation.They should also pay attention to improving the quality of will and enhancing learning self-control,pay attention to cultivate interest in learning and enhance learning creativity. |
