Research On Teachers’ Teaching Ability In Ordinary Senior High School Under Problem Teaching Mode

Promoting teachers’ professional development and improve teachers’ teaching ability is not only the demand of high school education mode reform,but also the demand of strengthening and improving the comprehensive quality evaluation of ordinary high school students and adapting to the new college entrance examination reform,as well as the demand of teachers’ development in A high school.The effective classroom teaching under the problem teaching mode requires teachers to have the corresponding teaching ability.On the basis of literature analysis and theoretical research,this paper clarified the characteristics of classroom teaching in high school and the analytical dimensions of teachers’ teaching ability under the problem teaching model.Take A high school in S province as a case.The problem solving mode for A high school classroom teaching of case study is studied using the field observation,depth interview and questionnaire survey research methods;the problems in the teaching mode of average high school teachers’ teaching ability are studied from the effective learning based on problem situation necessary rules and procedures,the interactive relationship between teachers and students constructed in two aspects.It includes three aspects: teaching design ability,teaching implementation ability and teaching evaluation and reflection ability.First of all,through field observation and classroom face-to-face interviews,"observation table based on the problems of classroom teaching " and "high school teacher interview outline of classroom teaching based on the issues”are compiled.The classroom teaching of 27 outstanding teachers teaching chemistry,mathematics,history,English,Chinese,biology,politics,geography,information technology and the psychological discipline are being dynamically observed and they are also interviewed.Through vivid and concrete cases,this paper will analyze,summarize and conclude the characteristics of excellent classroom teaching cases in A high school under the problem teaching mode.Second,through “the formulation of the teaching model” based on the problems of teachers’ teaching ability questionnaire,387 teachers of grade three are investigated,in the current situation of the teaching mode to the problem of A high school teachers on the basis of the comprehensive,systematic and overall grasp of,the use of classroom observation,interviews and questionnaires and other research methods presented material.Comprehensive analysis is made on the research of teachers’ teaching ability which is not in place,where there are doubts and problems,or where further optimization is needed,so as to deeply explore the existing problems of teachers’ teaching ability in A high school.Finally,put forward problems of high school teachers’ teaching ability and teaching mode optimization strategy,helping A high school "Tribasic classroom" teaching reform from point to surface,and from local to overall comprehensive advancement and deepened layer upon layer,improve the effectiveness of classroom teaching and learning,improve the students’ ability of problem analysis and development of thinking ability,deep learning ability.This study can provide successful experience for the optimization of teaching ability of ordinary high school teachers under the problem teaching model.Apart from the problems and their members,and the promotion and optimization strategies,the research focuses on the characteristics and current situation of teachers’ teaching ability based on problem-based teaching model in A high school.There are two difficulties and key problems to be solved in the research: first,the difference between ordinary high school classroom teaching and conventional classroom teaching under the problem teaching model,and the study of clarifying the rules and procedures of ordinary high school classroom teaching under the problem teaching model.In the classroom culture of teacher-student role change and teacher-student positive interaction and equality,the promotion effect of good teacher-student interaction relationship on classroom effective teaching under problem teaching mode is explored.Second,it’s the main characteristics of the ordinary high school teachers’ teaching ability under the problem teaching mode.The research describes the main characteristic of teachers’ teaching ability in A high school teaching model through all-round observation,investigation,which are based on the problems,focusing on three key links: the teaching design ability,the teaching conducting ability,and the teaching evaluation reflection.The research focuses on the improvement of teachers’ teaching ability based on problem-based teaching,enriches the theory of teacher professional development to a certain extent,and helps to promote the in-depth development of the research on teacher professional development.It is helpful to improve the classroom teaching ability of teachers under the problem teaching mode of case school,so as to improve the teaching efficiency and comprehensively improve the quality of student training.