Research On The Current Situation And Influencing Factors Of "Literature-Based" Teaching Design Ability Of Chemistry Teachers In High School

The promulgation of common high school curriculum standards in 2017 marks a new era of Chinese high school chemistry curriculum reform.The new curriculum reform advocates "literature-based" classroom teaching,and the performance of high school chemistry teachers’ instructional design ability directly guides their classroom teaching behavior.This study is mainly based on the background of "literature-based" high school chemistry curriculum reform,to carry out a survey of the current situation and influence factors of "literature-based" teaching design ability of high school chemistry teachers.This paper is divided into six parts,the first part: elaborated the research significance,research questions,research content,research methods,research ideas and so on.Part two: The related concepts of instructional design ability are expounded,and on this basis,the status quo of instructional design ability at home and abroad is analyzed.The third part constructs the "literature-based" instructional design ability index system of high school chemistry teachers,and explains the connotation of each dimension in detail.The fourth part: compiling and testing the questionnaire,using statistical software SPSSAU to conduct exploratory factor analysis of the questionnaire,to test the reliability and validity of the questionnaire,and finally the obtained questionnaire meets the requirements of measurement.Questionnaire star was used to conduct a random survey on high school chemistry teachers in various provinces across the country,and the data collected from the survey were used to analyze the overall status quo and differences of the "literature-based" teaching design ability of high school chemistry teachers.Part five: Based on the results of the questionnaire survey,the influential factors of the "literature-based" teaching design ability of high school chemistry teachers are analyzed.Part six: Draw the research conclusion and research enlightenment.Through the research,it is found that the "literacy based" instructional design ability index system of high school chemistry teachers includes four first-level dimensions: instructional analysis ability,instructional goal setting ability,instructional process design ability,instructional evaluation and reflection ability,ten second-level dimensions and 23 third-level dimensions.Through the analysis of the questionnaire results,it is found that the "literature-based" teaching design ability of high school chemistry teachers is above the average level.The research on the influencing factors reveals the following:(1)Teacher professional training is an effective way to improve the "literature-based" teaching design ability of high school chemistry teachers;(2)In-depth understanding of curriculum standards is the basic starting point for improving the "literature-based" instructional design ability in high school;(3)Strengthening the ability of teaching reflection evaluation is an inevitable trend to improve the "literature-based" teaching design ability of high school chemistry.