随着教育领域不断发展，师范生的教学实施能力已经受到越来越多学者的关注，但是关于教学实施能力的构成研究和测评研究还是比较少的，而化学师范生的教学实施能力的构成和测评研究则是几乎没有的。所以研究化学师范生教学实施能力的构成和水平层级很有必要，这对于师范生的培养研究和现状研究也有很大的帮助。 本研究主要是以国内外的相关研究作为基础，构建了化学师范生教学实施能力的构成模型。教学实施能力包括了教学言语能力、提问能力、演示能力、教学活动实施能力、板书能力、信息技术手段应用能力六大能力。教学语言能力由标准性、科学性、逻辑性、规范性、感染力五个子维度构成；提问能力由认知水平、呈现水平、驱动性和反馈性四个子维度构成；演示能力由规范性、演示性、与语言配合能力三个子维度构成；课堂活动实施能力由组织性、指导性、多样性、交流与评价能力四个子维度构成；板书能力由书写技能、内容性、结构性三个子维度构成；信息技术手段由必要性、辅助性、有限性三个子维度构成。 在化学师范生教学实施能力的构成模型基础上，通过分析化学师范生的教学录像，确定了化学师范生的教学实施能力的水平层级。经过小样本测试后，进一步完善了水平层级，将完善后的水平层级请化学教学专家以及一线教师进行评价，根据她们所提出的意见进行了进一步的修改，最终确定了水平层级。最后利用水平层级对2014级化学师范生不同阶段的教学实施能力进行数据分析以及追踪师范生在《教学设计与实践》课中的发展变化。师范生在上课前教学实施能力整体水平非常低，经过了每一个阶段的学习，其教学实施能力均有提升。将这三个阶段与上课前相比，师范生的教学实施能力的六大能力均出现上升趋势，但是每一个维度的高等水平变化均不明显，这也说明了通过几次课提升到高等水平是很困难的，几次课有很大的提升是不现实的。并且能力的各个维度有的上升的趋势很大，有的上升趋不势明显，而且一些能力受到了教学内容的影响。具体来说，关于教学语言能力，师范生的水平有很大提升，并且没有受到教学内容的影响；关于提问能力，整体水平的提升也很大，但是认知水平和呈现水平受到了教学内容的影响，出现了很大的波动，而驱动性和反馈性则受内容的影响不大；关于演示能力，规范性方面水平提升的很大，达到40.00%左右，说明教师指导的效果很好，但是与语言结合能力和演示性方面进步幅度小，不到10.00%；关于课堂教学活动实施能力，总体提升幅度大，但是组织性、指导性、多样性受教学内容的影响大，波动很明显，但是交流与评价能力受教学内容的影响小；关于板书能力，整体的提升都很小，10.00%左右，这说明板书能力也不是几次课就能有很大的提升的，只是增加了师范生对于板书的重视，但是内容性方面师范生做的非常好，在最后一个阶段已经没有科学性错误的出现。关于信息技术手段应用能力，整体的提升的幅度很大达到近40.00%。 在文章最后通过研究化学师范生在不同阶段的发展变化，提出一些培养化学师范生的相关建议，该建议对于高校培养师范生的教学实施能力有一定的借鉴意义。

With the continuous development of the field of education, the teaching implementation ability of normal school students has been paid more and more attention by scholars. However, there are few studies on the composition and evaluation of teaching implementation ability. However, the composition and evaluation of the teaching ability of chemistry students are almost non-existent. Therefore, it is of great significance to study the composition and level of teaching implementation ability of chemistry normal school students. It has certain guiding significance for the cultivation of chemistry students and the investigation of the status quo. Based on research at home and abroad, this study constructed a composition model for teaching implementation ability of chemistry normal students. The teaching implementation capability includes six major abilities: teaching speech ability, questioning ability, demonstration ability, teaching activity implementation ability, board writing ability, and information technology means application ability. The instructional language ability consists of five sub-dimensions: standard, scientific, logical, normative, and infectious; the questioning ability is composed of four sub-dimensions: cognitive level, presentation level, driving, and feedback; demonstrative ability is standardized and demonstrated. There are three sub-dimensions: sex, language comprehension ability; classroom activity implementation ability is composed of four sub-dimensions: organization, instruction, diversity, communication and evaluation ability; board writing ability is composed of three sub-dimensions: writing skills, content, and structure; Information technology means consists of three sub-dimensions of necessity, assistance, and limitation. On the basis of the composition model of teaching ability of chemistry normal students, through the analysis of teaching videos of normal chemistry students, the level of teaching ability of chemistry normal students is determined. After a small sample test, the level hierarchy was further improved. After the completion of the improved level, the chemistry teaching experts and front-line teachers were asked to make evaluations. Based on their opinions, they were further revised and the level hierarchy was finally determined. In the end, the horizontal level was used to conduct data analysis on the teaching implementation ability of different grades of chemistry students at the 2014 level and to track the development and changes of the normal students in the teaching design and practice. The overall level of teaching ability for normal school students before class is very low. After each stage of study, their teaching ability has been improved. Comparing these three stages with pre-class education, the six major abilities of teacher-training students' teaching ability all show an upward trend, but the high-level changes in each dimension are not obvious. This also shows that the number of classes has been elevated to a higher level. It is very difficult, and it is unrealistic to have a great improvement in several classes. And there are some rising trends in the various dimensions of capabilities, some of which are not likely to rise, and some are affected by the content of teaching. Specifically speaking, regarding the teaching language ability, the level of normal school students has been greatly improved, and has not been affected by the content of the teaching; on the questioning ability, the overall level has also been greatly promoted, but the cognitive level and presentation level have been subject to the teaching content. The impact has appeared great fluctuations, but the driving and feedback are not affected by the content; the level of normative aspects has been greatly improved with regard to presentation ability, reaching about 40.00%, indicating that the effect of teacher guidance is good, but The improvement in language combining ability and demonstration is small, less than 10.00%; the overall improvement in the ability to implement classroom teaching activities is large, but the organization, guidance, and diversity are greatly affected by the teaching content, and the fluctuation is obvious. The ability to communicate and evaluate is affected little by the content of the teaching; on the ability to write books, the overall improvement is small, about 10.00%. This shows that the ability to write books is not a few lessons and can be greatly improved, but only for normal students. The importance of board writing, but the contents of the normal students do very well, there is no scientific mistake in the last stage Appears. With regard to the application capability of information technology means, the overall improvement has reached a great extent by nearly 40%。 At the end of the article, by studying the development and changes of chemistry normal students at different stages, some suggestions for cultivating chemistry normal students are put forward. This proposal has certain reference significance for colleges and universities to develop the ability of normal students.