Abstract The chemistry teaching design scale (CTDES) was used to evaluate the teaching design of 86 chemistry normal students in a university in Guangzhou during the educational internship. It was found that the students performed moderately in “cognition and metacognition”, “social culture and emotion”, “scientific description and application” indicators and performed well in the “consistency” indicator. In the teaching design of the “theoretical chemistry” and “description chemistry” subjects, the chemistry normal students have significant differences in the scores on the three indicators of “cognition and metacognition”, “social culture and emotion”, and “scientific description and application”.
LI Yi-Min, CHEN Bo. Evaluation of Teaching Design of Chemistry Normal Students: The Case of a University in Guangzhou[J]. Chinese Journal of Chemical Education, 2020, 41(10): 54-60.
