A Study On The Teaching Competency Model Of General Technology Teachers In High School

Technology is developing rapidly and profoundly affecting everyone,domestic technical education is also constantly advancing,the most studied discipline information technology for technical education,and relatively little research on another discipline-general technology,which is also another discipline of technical education.The general technical discipline undertakes the important task of improving students’ technical literacy,which is of great significance to cultivate innovative reserve talents in the country and society.In order to improve students’ technical literacy,the ability and quality of general technology teachers,the implementer of general technology courses,is the key,but there are very few domestic studies on the ability and quality of general technology teachers.In recent years,teaching competency has become an important perspective for studying the quality of teachers’ ability,but there are no researchers in China to study the teaching competency of general technology teachers.Therefore,this paper aims to make a preliminary exploration of the teaching competence of general technology teachers,try to break through the shortcomings and limitations of the current research on the competence and quality of general technology teachers,make up for the gap in the research on the teaching competence of general technology teachers,and clarify what teaching competency characteristics general technology teachers should have to be competent for the teaching of this subject,so as to provide some reference significance for the recruitment,promotion and development of general technology teachers in the future.Specifically,the relevant research results on the competence quality and teaching competence of general technical teachers are first referred to,so as to lay a solid theoretical foundation for the extraction and mining of teaching competency characteristic indicators of general technical teachers,and then construct the analysis framework and preliminary indicators of teaching competence of general technical teachers,including the analysis framework of four dimensions of knowledge,teaching ability,practical innovation ability,and emotional quality and 20 teaching competency characteristic indicators.Secondly,an expert group of 15 universities and front-line teachers was invited to score the importance of the preliminarily formulated teaching competency characteristic indicators for two rounds and put forward opinions on adding,deleting,changing,merging,etc.,so as to realize the revision of the preliminary indicators.Thirdly,25 general technology teachers from 5 provinces and cities were selected to classify them as excellent teachers and ordinary teachers according to the standards formulated in this paper,and interviewed them with behavioral events using a single-blind design,on the one hand,to supplement the indicators that have not been considered after the revision,on the other hand,the collected interview texts were analyzed and encoded,and compared between the two interview groups of excellent teachers and ordinary teachers,so as to deeply explore and reveal the teaching competency characteristics that affect the performance of general technology teachers.Furthermore,a "High School General Technical Teacher Teaching Competency Model" consisting of 16 benchmark competency characteristics and discriminative competency characteristics in 4 dimensions was constructed,among which the benchmark competency characteristics involved teaching knowledge,teaching design ability,teaching evaluation and reflection ability,tool use and materialization ability,graphic expression ability,programming ability,technical awareness,engineering thinking,lifelong learning awareness,and discriminative competency characteristics involved technical knowledge,teaching organization and guidance ability,innovation ability,cooperative research ability,Laboratory management and building capacity,professional attitude and emotion,cutting-edge scientific and technological awareness.Finally,the constructed model is put into practical application on the teaching competence of general technology teachers,on the one hand,the current situation of teaching competence of general technology teachers is understood,and on the other hand,the scientific rationality of the model is verified.The research conclusions are as follows: In terms of the effectiveness of the model,the scientific and reasonable model constructed in this paper is verified by the fitting results of the model and the results of one-way ANOVA of teaching competence in each dimension.In terms of the current situation of teaching competence of general technology teachers,the average score of general technology teachers’ teaching competency is between qualified and good(3-4)and closer to good,and their overall level of teaching competency is average,and they can basically be competent for the teaching work of general technology;As far as the horizontal comparison of the four dimensions of the model is concerned,their average scores are between qualified and good(3-4),their teaching competency level in each dimension is average,and the level of teaching competency is knowledge,teaching ability,emotional quality,and practical innovation ability from high to low,and there is still much room for improvement in teaching competence in all dimensions,especially practical innovation ability needs to be improved;In terms of the longitudinal comparison of the four dimensions of the model,the level of teaching competence of expert teachers in all dimensions was the highest,the skilled teachers were in the middle,and the novice teachers were the lowest.The improvement of teaching competence of general technology teachers is not achieved overnight,and this paper puts forward some relevant suggestions from both subjective and objective aspects.Subjectively,general technology teachers should identify their career positioning,base themselves on teaching practice,deepen cooperative research,and maintain teaching reflection.Objectively,schools,administrative departments,and society should establish effective teacher recruitment and evaluation mechanisms,strengthen discipline construction and create a supportive social atmosphere.