Research On Quality Representation,Measurement And Evaluation Of Senior High School Chemistry Teachers’ Lecture And Demonstration Behavior

Lecture and Demonstrationbehavior is a common teaching behavior in chemistry classroom teaching.The implementation of chemistry teachers’ lecture and demonstration behavior has unique value in creating constructive and transferring teaching situations,inspiring students to carry out higher order thinking and promoting the formation of students’ core accomplishment in chemistry.Representation,measurement and evaluation of high school chemistry teachers’ lecture and demonstration behaviors can promote the implementation quality of teachers’ lecture and demonstration behaviors and improve chemistry teachers’ literacy-based chemistry teaching ability.Literature research found that there are few research results and few empirical studies on the evaluation of chemistry teachers’ lecture and demonstrationbehavior at home and abroad,thus making it clear that this research will be based on empirical research and develop tools for measuring and evaluating the implementation quality of high school chemistry teachers’ lecture and demonstration behavior.This research is divided into four parts: basic research,core research,applied research and action research.In the basic research part,the relevant literature on the evaluation of the lecture and demonstration behavior of chemistry teachers at home and abroad is combed by using literature methods and other research methods,and the research starting point and significance are clarified.The theories of psychology,epistemology and teaching theory related to the quality evaluation of chemistry teachers’ lecture and demonstration behaviors were expounded,which laid a theoretical foundation for the quality evaluation of chemistry teachers’ lecture and demonstration behaviors.In the core research part,on the basis of literature review,expert interviews,teacher interviews and classroom observation,a qualitative characterization tool for the implementation quality of high school chemistry teachers’ lecture and demonstration behavior is constructed.SPSS21.0 and AMOS17.0 were used to test the reliability and validity of the tool,and the reliability and validity were good.The tool has a total of 9 evaluation indicators,distributed in 2 dimensions,namely "the effect of chemistry teachers’ lecture and demonstration " and "the quality of students’ observation and thinking".Through quantitative characterization,dimension 1,"the effect of chemistry teachers’ lecture and demonstration" is an important dimension of the two dimensions.On this basis,cluster analysis and discriminant analysis were carried out on the implementation quality of high school chemistry teachers’ lecture and demonstration behaviors in the samples,and a discriminant equation was established to predict the implementation quality of high school chemistry teachers’ lecture and demonstration behaviors.In the applied research part,the developed high school chemistry teachers’ lecture and demonstration behavior implementation quality evaluation tool is used to measure and evaluate the implementation quality of high school chemistry teachers’ lecture and demonstration behavior in different genders,different professional development stages and different lesson types(demonstration class and normal class,element compound class and concept principle class).The measurement and evaluation are carried out from the perspective of difference,and the overall difference,dimensional difference and evaluation index difference of the implementation quality of high school chemistry teachers’ lecture and demonstration behavior under different variables are compared and analyzed.Combined with teacher interviews,the reasons for the differences are analyzed.In the action research part,the developed high school chemistry teacher lecture and demonstration behavior implementation quality evaluation tool was used to conduct three rounds of intervention and guidance on the implementation of the education master lecture and demonstration behavior participating in the education practice in our school.Under the intervention and guidance of the author,the pre-service chemistry teacher successfully completed the classroom teaching on the theme of "ethylene",better realized the role and function of lecture and demonstration behavior in chemistry classroom teaching,improved the implementation quality of presentation and Interpretation behavior of the master of education,and promoted its professional development.At the same time,it also shows that the developed tool for evaluating the implementation quality of senior high school chemistry teachers’ lecture and demonstration behavior is suitable for measuring and evaluating the implementation quality of pre-service senior high school chemistry teachers’ lecture and demonstration behavior.