| Since the 21 st century,building a high-quality teacher team has been one of the important tasks in China’s education.Currently,more and more education masters are moving towards frontline teacher positions,bringing vitality to basic education,but at the same time,it also highlights the shortcomings of poor teaching practice ability of education masters.The reason for this is that the Master of Education lacks relevant real teaching experiences,and the teaching practice courses that undertake this teaching task have not fully utilized their educational functions.Therefore,this article is guided by the development of teaching practical ability,and constructs the implementation path and evaluation system of the Chemistry Education Master’s practical course.The aim is to develop the practical wisdom and ability of the Chemistry Education Master’s major,promote the application of teaching theoretical knowledge in teaching practice,and enhance the basic quality of the Chemistry Education Master’s work in basic education chemistry education teaching,so as to better develop the Chemistry Education Master’s career in the future.Based on the theory of advanced learning,the learning of the teaching practice ability of the Master of Chemistry Education is divided into the following advanced levels:(1)Starting point of advanced learning(experience): The understanding of teaching skills is limited to the perceptual experiences formed by the learning experience of the student era,and there is no awareness and ability to correlate these perceptual experiences.(2)Level 1(Understanding and Application):Through systematic chemical teaching design and implementation analysis,the Master of Chemistry Education can effectively learn advanced concepts and alternative experiences in practical chemistry teaching,and then extract and imitate applications.Level 2(Accumulation and Exploration): Through observation of excellent lesson examples and lectures,the Master of Chemistry Education can effectively learn advanced concepts and experiences in practical chemistry teaching,Understand the actual teaching situation and identify problems.(4)Level3(Combination and Practice): Able to utilize advanced concepts and experiences learned to analyze and solve practical problems that may arise in one’s own real chemistry teaching context.(5)Be able to apply the advanced concepts and experiences learned to one’s own chemistry teaching,and be able to explore and innovate solutions to practical chemistry teaching problems based on practice.(6)Advanced endpoint(pre service outstanding chemistry teacher): Possess the awareness and ability to research and solve teaching practice problems,be able to innovate teaching practice,propose guiding teaching practice plans or teaching practice tools that can be used for reference by others.Then,based on the evidence-based concept,by analyzing the nature of various practical courses and innovating the teaching process,the implementation path of this practical course is aligned with the development of the teaching practice ability of the Master of Chemistry Education,that is,Advanced 1 is undertaken by the middle school chemistry teaching design and implementation course;Advanced 2 is taught through educational internships and case analysis courses;Advanced 3 is undertaken by the Microteaching course;Advanced 4 is undertaken by the Education Internship and Graduation Design Institute.Gradually and continuously develop the teaching and practical abilities of the Master of Chemistry Education.Finally,based on the composition of teaching practical abilities reconstructed in the early stage and the behavioral performance of teaching practical abilities at all levels divided by advanced theory,a combination of expert assignment and Analytic Hierarchy Process is used to calculate the weights and scoring standards of indicators at all levels,and a set of guiding,operable,and scientific and reasonable practical course evaluation system is constructed. |
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