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The study is based on theories of teachers'' speciality、
pedagogical content knowledge、teacher thinking、and situated
cognition. The purpose of the study is to develop a
assessment of teaching comptencies for the secondary school
science teachers. The validity of the assessment were
effectively analyzed. The
subjects of this study were selected non-probablistically. 20
naive teachers (who had taught for one to three years,and
average teaching years are 1.91) and 35 pre-service
teachers (who are senior students in a normal university,
majoring in chemistry) are selected. The subjects are evaluted
by this assessment and the main findings in this study are:
1. Contain of the assessment incide:
a、the analyzing ability of the teaching situation.
b、the finding problems ability in teaching.
c、the criticizing ability、the reflecting ability、and the
improving ability in teaching.
d、the creativity ability in teaching.
e、the originality in teaching.
2. The assessment can distinguish the teaching abilies between
naive teachers and pre-service teachers effectively.
3. The regression analysis with teaching experience as a
predictor, and the scores of the assessment as a critersion,
then R2＝0.18 at P＜0.001.
4. The data shows that the naive teachers and the pre-service
teachers both weakness in " creativity teaching ability ", and
focus on teacher center teaching, meantime less in interaction
with students.They both neglect the relationship between
teaching and evaluation.
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