The Study Of The Feature Of Student Participation And Teachinglogic In High-quality Chemistry Class In Perspective Of CPUP Deconstructive Model

With the deepening of the theory and practice of teaching, especially the deepening of the basic education curriculum reform, researchers have been sparked to reflect and improve the traditional teaching on deductive research paradigm and a strong temperament College. "Pedagogy researchers go out of the traditional teaching barriers and rebuild itself in the soil of practical classroom teaching practice " are born. It just is modern classroom theory. Fundamental subject question of Pedagogy is to study the phenomenon of teaching and reveal the law of teaching, so classroom should be an important arena for teaching phenomenon took place. It is also an important source of the teaching law. Going into the classroom, studying classroom study, reflecting on classroom ought to become the focus of attention in the field theory. In fact, it has already become the focus.What happens in the classroom, where to begin studies classroom, how to be more rational reflection classroom rather than only a simple narrative? Based on refining chemistry teacher's point and finishing the existing research's point about high-efficient teaching's feature, the study focused on the issue in a "logical" and "participation" which are two characteristic elements of effective classroom teaching. We took “high-quality open class ”as study object, and aimed to address two research questions, such as “how did student participate teaching process in high-quality open class” and “what internal teaching logic were reflected in high-quality open class”. We attempted to conduct theoretical study and empirical analysis on the target classroom to answer the research questions.This dissertation consists of four parts: Introduction, theoretical construction, empirical study on real class and conclusions.Chapter 1 and Chapter 2 presented question and problem background. We presented special teacher's view about high-efficient teaching features, explained how the research theme—logic and participation are important for classroom teaching. And then we discussed contact and unity relationship of them in high-efficient classroom. Teaching logic and student participation are core characteristics of high-efficient teaching class. They point to the discipline and student which are two core class elements. They also represent the inherent teaching depth and the external teaching breadth. Combined with the existing relevant research at home and abroad, we combed the research contents and cleared the research path design.Chapter 3 presented the two basic theories. The paper constructed a Class-Plate-Unite-Primitive(CPUP) Classroom deconstruction model. This model was constructed based on System science theory, a lot of classroom observation and in-depth analysis for these teaching process. Chapter 3 resolved a "teaching logic" core concepts system and discussed the meaning and structure of student paticipation concepte from the theoretical analysis and the classroom practical aspects. These two thingking model are the basic tools of classroom research for anglicizing teaching process and in-depth studying students participate. So these model also laid the foundation for the subsequent analysis of the classroom.Chapter4-7 are the empirical research sections, it is the main part of this paper. Chapter 4 and Chapter 5 focused on “teaching logic “study.We selected representative instrumental cases, and took the researcher as a research tool to in-depth analysis of the video data and form conclusions using induction.The research from outside to the inside and gradually deepening. We constructed a framework for describing the classroom teaching logic, then using it to sort out linking relationship of classroom teaching system and dialysis chemistry lesson's external logic- "teaching logic" features. Chapter 5 commented teaching logic from subject logic aspect and mined teaching logic characteristic embodied in the classroom based on the subject knowledge should have logic structure.Chapter 6 and Chapter 7 focused on“participation ”study. There has been a lot of research on student participation, so this paper focuses on developing new tools and using new perspective to study of "student participation" feature in high-quality open class. It consists of two empirical studies, at first we built a students' classroom participation framework, and then gave a quantitative analysis of participation feature for high-quality open class.The last parts are conclusion section. Chapter 8 integrated “logic” and “participation” into the same classroom to comprehensive analysis and to explore the characteristics of high-efficient teaching internally and externally. In this chapter we also proposed our advice for what is truly good lessons. In the section of conclusions, we summarized and promoted the research.In this study, high-quality chemistry class was taken as research carrier and two important teaching phenomenons in classroom were researched. It revealed high-efficient teaching's feature in "student participation" and "teaching logical". This study is a foundational and systematic research on chemistry classroom feature.