Construction And Application Of Chemistry Teachers’ Field Learning Power Evaluation Index System

Teachers are the first resource for educational development.Teacher education is the power source to improve the quality of education,and teacher education is an important tool for professional development.There are significant differences in learning between teachers and students,specifically in terms of time,space,and learning style.In 2012,Professor Li Zhengtao first explicitly proposed "teachers’ filed learning power",which pointed out the direction for teachers’ professional development-learning for the field,learning in the field,and learning back in the field.Subsequently,research on the field learning power in China has entered a period of growth,and the educational site has gradually received the attention of researchers.However,there are some unanswered questions: What exactly is the teachers’ field learning power? Why do we need to focus on the teachers’ field learning power? How to evaluate the teachers’ field learning power?The following research has been conducted in this paper around the above core questions:Firstly,Cite Space software was used to present the structure,development lineage and distribution of scientific knowledge of the research topic to the researcher by means of visualization,then the literature research method was used to organize and summarize the relevant literature,and the core concepts of this study were identified and defined,and the theoretical basis was elaborated in conjunction with the research topic;secondly,based on the results of the literature analysis,23 front-line chemistry teachers were interviewed and the interview texts were coded using NVivo software to construct a preliminary evaluation index system for the chemistry teachers’ field learning power;again,two rounds of expert opinions were solicited from relevant experts combined with the Delphi method to revise the preliminary evaluation index system;then the Matlab analysis software was used to conduct a hierarchical analysis to assign index weights to the indicators;then a pretest questionnaire was prepared for the revised evaluation index system,and the quality of the pretest questionnaire was analyzed and revised based on the Rasch model using Winsteps,and the evaluation model of chemistry teachers’ field learning power was validated based on factor analysis using SPSS and AMOS;finally,a formal test The questionnaire investigated the field learning power performance of674 chemistry teachers.From the above study,the following conclusions were obtained:(1)The teachers’ field learning power is a kind of a context-based,hands-on learning,which refers to a dynamic energy system in which teachers,as learners,engage in activities to gain experience for their own professional development in places that is conducive to their own professional development(including teaching seminars,online training sites,lecture evaluation sites,lecture conference sites,etc.).It stems from the practice shift in teacher learning research and the real needs based on practice.The study of teachers’ field learning power is intended to clarify how teachers’ competence in subject teaching is enhanced in the practical context of education and teaching.(2)The evaluation index system of teachers’ field learning power consists of three primary indicators,"teachers’ field learning foundation power","teachers’ field learning reception power" and "teachers’ field learning transformation power",nine secondary indicators and 28 observation points.The three primary indicators correspond to the three stages of the filed learning-learning for the field,learning in the field,and learning back in the field.The degree of strength,mode of action,and effect of each indicator vary from person to person,and they are relatively independent and closely related to each other,which together constitute the teachers’ on-site learning power.Validation of a model for chemistry teachers’ field learning power,the results of the exploratory factor analysis showed that the questionnaire was suitable for factor analysis and the extracted factors were consistent with the preconceptions;the results of the validation factor analysis showed that the constructed model for evaluating the chemistry teachers’ field learning power was more scientific and reasonable.(3)The results of the applied study showed that the overall level of chemistry teachers’ field learning power was moderate,among them,chemistry teachers’ field learning reception power was the highest,followed by teachers’ field learning foundation power,and finally teachers’ field learning transformation power.Considering the current state of research,strategies for enhancing chemistry teachers’ field learning power are proposed at the school level and the teacher level.At the school level: establish a learning community to create a good learning atmosphere;improve teachers’ field learning evaluation mechanism to enhance their motivation for independent learning;pay attention to the needs of teachers at different levels to promote common development.At the teacher level: choose reasonable learning methods to enhance learning efficiency;create realistic problem situations to realize effective learning;enhance the awareness of independent reflection to promote a virtuous cycle of teachers’ professional growth.