Based on the normal class of professional certification
Study on the Current Situation of Skills Training for Pre-vocational Chemistry Normal University Students
Wang Yan, Tonghua Normal University, 135000
Abstract: At present, the main task of normal universities is to train qualified people’s teachers for primary and secondary schools. So for every normal university student, pre-service teacher skills training and some educational theories are their compulsory courses. The level of pre-service teacher skill training of normal university students directly affects the future teaching work of students. Especially for chemistry normal university students, we should not only have the basic teaching ability of teachers, but also have experimental operation skills. Therefore, transforming from an ordinary chemistry normal university student to a qualified chemistry teacher must go through many links, especially the pre-vocational chemistry professional normal university student skills training.
This paper is based on the relevant theory of the skill training of pre-vocational chemistry students, combines its own practical experience, and adopts the questionnaire method to analyze the problems existing in the skill training of pre-vocational chemistry students. This paper is divided into three parts to study, from the beginning of the, and then the problems of the analysis.
Key words: Pre-vocational chemistry professional normal university students; Normal university professional certification; Chemistry teacher skills training;
With the development of society, the country pays more and more attention to the cultivation of talents, which cannot be separated from teachers.Therefore, the cultivation of teachers has always been a hot topic.It is particularly important to analyze and improve the pre-service teachers’ skill training, so as to promote the construction of high-quality teachers and promote the process of teacher professional development.
1. Comprehensive quality and professional quality of pre-professional chemistry normal university students under the background of normal university professional certification
1.1 Comprehensive literacy
In order to become a qualified middle school chemistry teacher, the comprehensive quality training of normal university students in normal colleges and universities mainly includes: teaching pen and chalk writing skills, as well as Mandarin training, education information technology, speaking skills and lecture skills.
For chemistry teachers, Mandarin use skills are crucial. Speaking Mandarin is the basis of oral expression skills training, oral expression skills training can further improve the level of the Mandarin award, oral expression skills directly affect the quality of knowledge transmission and the image of teachers, teachers’ language should be scientific and standardized, clear, good at inducing, smooth expression.
Whether the writing of words is standardized is directly related to the education and teaching effect and the prestige of teachers.Especially when writing on the board, we should be skilled in the standard, symmetrical and beautiful, decent expression, smooth sentences; write a standard word.
The application of modern teaching resources has become more and more extensive, interspersed with courseware teaching can stimulate students’ interest in learning, but also can make students feel the content learned more intuitively. At this time, we need to know more about the use of the computer method, skilled in the application of information technology.
1.2 Professional quality
The professional qualities that pre-vocational chemistry professional normal university students should train include: introduction skills, language skills, blackboard writing skills, questioning skills, demonstration skills, and end skills.
Figure 1 Evaluation Table of Teacher skill training
Project Evaluation criterion Ranking
Teaching language skills 1.The pronunciation is accurate, standard, clear and complete.
2.The volume is moderate
3.Rhythm is slow and moderate
4.The vocabulary and grammar is standard, accurate, insightful, easy to understand and vivid
5.The teacher’s voice should be natural, moderate, and coordinated with the oral expression Outstanding
Good
Secondary
Pass a test
Fail
Writing skills 1.Reasonable layout (main and sub-board writing)
2.The project is clear, highly focused and enlightening
3.Neat, compact, clear, beautiful
4.The blackboard design is novel, creative, can highlight the key and difficult points
5.Writing standard, no wrong words, the correct use of eraser Outstanding
Good
Secondary
Pass a test
Fail
Import skills 1.Clear direction
2.Pay attention to connection
3.Communication between teachers and students
4.Pay attention appropriately Novel, unique, and positive energy Outstanding
Good
Secondary
Pass a test
Fail
Ask questions skills 1.Introduce the problem is simple and clear
2.The questions raised should be suitable for the students’ understanding level
3.Key content and key words to slow down and increase the volume
4.Use questions to improve students’ quality of listening Outstanding
Good
Secondary
Pass a test
Fail
Demonstrate skills 1.Demonstrate the action specification
2.Should be moderate integration with the classroom teaching content
3.Demonstration should be combined with teaching, and we should be good at transforming students’ perception into thinking activities Outstanding
Good
Secondary
Pass a test
Fail
End skills 1.Time is tight, and I can summarize the key and difficult points
2.Summary and promotion, should be combined with the actual chemical life has sublimation Outstanding
Good
Secondary
Pass a test
Fail
General comment
2. Current situation of teacher skill training of chemistry normal university students
2.1 Problems existing in the micro-grid teaching of normal university students majoring in chemistry
Through the questionnaire survey and analysis, we have analyzed many shortcomings in the skill training of pre-vocational chemistry professional normal university students.
(1) Lack of understanding of micro-grid teaching
Most of the teacher skills training courses of chemistry normal university students are concentrated in the third semester, and the junior year may carry out the in school lecture competition; the senior year mainly carries out educational practice.Although micro teaching is inseparable from the skill training of normal students, many normal students do not know micro teaching at all. In particular, the micro-class teaching time control is not in place.Usually micro classes only need to explain 10 minutes of content, but some students prepare 40 minutes of content.What is more, in order to lack a short time of pre-class introduction, class questioning links and blackboard writing. Because the micro course teaching time is very short, so the micro course teaching training mainly to several training. The integrity of the whole class structure should also be ensured.In this regard, many normal university students will understand the micro teaching as a short teaching content, teaching time can not time out.Therefore, some links and knowledge points will be deleted in the teaching design.
(2) Lack of attention to micro-grid teaching
Through the investigation, it is found that in many higher normal colleges and universities, many students are dealing with it for credits. If there is no teacher supervision, some normal university students will read to the courseware, just to complete the task of this class.More a few students in order to pay the difference, directly download a courseware from a certain software, and then walk through the scene in class, even the specific content of the first page of each courseware do not understand, the language is not fluent.
(3) The skills training courses of normal university students in different majors are too concentrated
According to the survey, some teacher skills training courses in higher normal colleges are generally opened in the junior year, followed by micro classrooms are limited, so that the physics professional and chemistry professional normal university students at the same time, the same place to attend classes.This phenomenon is also not conducive to the teacher skill training of normal university students.
2.2 Teaching resources of teachers’ skill training
At present, some normal colleges still exist teachers skills training course teachers serious shortage problem, a school chemistry normal professional corresponding course teacher resources do not match, but teacher skills training is a strong skill course, it is different from other classes, teachers’ skills training needs a lot of teachers to participate in counseling, a teacher can tutor several students. And the tutor should have a comprehensive understanding of middle school chemistry and middle school students. Otherwise, it is difficult to give students targeted training, and it is impossible to achieve the expected training effect.
2.3Problems existing in experimental teaching
Chemistry is a subject based on experiment. As a future chemical worker- -a chemistry normal university student, we should not only have a solid and comprehensive basic theoretical knowledge, but also have a strong quality of organizing students to conduct chemical experiments. It is particularly important to pass on the most practical and efficient experimental content to students in a limited time.
The author investigated and analyzed the performance of chemistry normal university students in the middle school chemistry experiment teaching skills training, and found that the main problems are: ① emotional tension and anxiety; weak chemical knowledge in ② middle school; weak ③ experiment teaching skills; improper ④ experiment operation; inadequate ⑤ teaching preparation.
(1) Emotional tension and anxiety
When chemistry normal university students carry out experimental teaching and training, they carry out chemistry experiments as teachers. They should teach knowledge points while doing experiments, and no mistakes should be made in every link. This kind of situation is an unprecedented challenge for chemistry normal university students.Therefore, in the face of such a role change, many normal university students will be nervous, anxious, shivering, and incoherent in the process of teaching experiments.
(2) Middle school chemistry knowledge grasp is not firm
Many normal university students show the phenomenon of weak basic knowledge in the experimental teaching skills training. For example, some students can not remember some chemical reaction phenomena, forget the experimental precautions, the color expression of some salt solution is unclear, or the writing of some equations is not clear. A knowledge point error will appear a teaching accident. A good teacher should have a rich knowledge reserve.
(3) Weak experimental teaching skills
Questions arise during the question-asking session.For example: when talking about the "oxygen production" experiment, to the last step of the oxygen test can be used with small wood strips, some chemistry normal university students so ask: " What kind of wood strips can we prepare?"The people below didn’t understand it at all.
(4) Improper experimental operation
Experiment is a means to learn chemistry. Middle school students are relatively unfamiliar with the operation of the experiment, so the teacher’s words and deeds will subtly affect the students. So the teacher’s experimental operation skills should be very strong, but many normal university students in the experimental teaching, the experimental operation is not correct. For example, when the liquid is dumped, it does not follow the correct operation in the book, but randomly pours into the beaker, the reagent label is not washed in the palm, the reagent bottle mouth is placed at will, and the used beaker is not cleaned, and the test table is not clean enough.Teacher’s words and deeds is very important. In order to become a qualified chemistry teacher, we should first regulate ourselves.
(5) Inadequate teaching preparation
Many normal university students in the experiment teaching, due to insufficient preparation, resulting in the lack of an instrument or a certain medicine when doing the experiment, resulting in the experiment can not go on. Secondly, they did not consider the possible problems in the experiment during the lesson preparation, resulting in the test tube burst, alcohol lamp fire and lack of drugs in the process of the experiment.
2.4 Problems existing in educational practice
(1) Internship attitude is not correct
When the intern just arrives at the internship school, the school may not give many teaching tasks, or be responsible for the teaching of small subjects. Even take two or three classes a week, which makes the interns think that their internship work is not valued or important, so they take the internship work very seriously.In addition, some interns take the postgraduate entrance examination as a top priority, do not attend lectures in the internship school, preparing for the postgraduate examination.The postgraduate entrance examination is very important, but we also should cherish every opportunity to go on the platform.
(2) Lack of educational theory, professional knowledge is not solid, poor strain ability.
All chemistry normal university students were exposed to a series of courses about educational theory, such as pedagogy, psychology, educational psychology and chemistry teaching theory, but students often only rote to deal with the final exam and get credits, and do not really understand and master the knowledge of educational theory.Therefore, it is impossible to connect theory to practical teaching. Most interns do not inspire students well in teaching, and they cannot teach them in accordance with their aptitude.Whether it is a new lesson, or exercises lessons, or experiment lessons, they all use the same method.
3. Skills requirements for normal university students
3.1 Employment status of students majoring in Chemistry Education
Since chemistry is only started in the third grade, the demand of chemistry teachers is significantly lower than that of other disciplines. So as for chemistry normal university students, it is not very easy to become a working teacher after graduation.On the one hand, there is a contradiction between the number of jobs and graduates, on the other hand, there is unit of choose and employ persons between students ’ability requirements and students’ ability, chemical education professional students employment situation from the current employment situation, normal students thought and practical ability and employment requirements will not be able to achieve completely unified, chemical education professional graduates in addition to most of the students engaged in education, and some choose to chemical, pharmaceutical enterprises engaged in product research and development, analysis, another part of students choose one’s deceased father grind, civil servants.[8]
3.2Job placement skills requirements for students
In addition to excellent quality and rich chemical knowledge, teachers should also have the use skills of Putonghua, chalk word standard writing skills, information technology application skills, chemical experiment operation skills, etc.
Conclusion
This paper is based on the era of normal professional certification education background, firm normal professional certification policy basis, closely around the status of the professional chemistry teachers skills training research topic, adhere to the teacher professional development theory, promote the reform of teachers’ skills training system, ensure the quality of teacher education personnel training in normal colleges and universities. That the pre-service chemistry teachers should correct the attitude, cherish and seriously treat every teaching method skills training, in view of the above current situation, try to correct, do a qualified people’s teachers, because we face in the future is the pillar of the country.The key to pre-vocational chemistry teachers ’skill training is to practice, correctly understand the connotation and generation of teachers’ practical wisdom, and advocate the training of teachers’ practical skills.
In order to improve the status quo of pre-service chemistry teachers skills training, in order to train qualified teachers, and the following normal professional certification work to provide reference.This paper innovates in theory, and carries out the investigation and analysis, finds the existing problems, and puts forward many improvement measures for reference only.
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Fund project: University-level teaching and research fund project of Tonghua Normal University, Project No.: JY2022014
