High School Chemistry Proficient Teachers And Teacher Health Teaching Process, A Comparative Study

With the social development and implementation of elementary education reform, more and more people began to look at the teacher and pay attention to professional development of teachers, Which is the process of teachers perfecting constantly in specialized ideological, professional knowledge and professional ability. There are many factors to influence professional development of teachers, and teaching process play an important role in teachers'professional development. Teaching process could reflect teachers'teaching thought, knowledge and the level of ability. We can understand the problems of teaching through the study of teachers' teaching process to promote teachers' professional development, so it is very important to research teaching process.In this paper, we study on teaching process of proficient chemistry teachers in senior middle schools and chemical normal students by using different methods such as observation, case analysis method and video analysis. we study on teaching process from the instruction design, teaching behaviors and teaching strategies of teachers.The results showed that there were some differences between proficient chemistry teachers in senior middle schools and chemical normal students on the instruction design, teaching behaviors and teaching strategies.On the instruction design:we found that there were significant differences between proficient chemistry teachers and chemical normal students in cognition on the structure of classroom teaching, such as evaluation, instructional objectives, teaching emphases difficulties, teaching reflection and the design of blackboard. There were significant differences between proficient chemistry teachers and chemical normal students in cognition on elements of teaching process, such as the grasp of teaching emphases difficulties, the simple level of teaching process and teaching content, teaching approach, pupils, the design of blackboard. On the content features of instruction design, there were no significant differences between proficient chemistry teachers in senior middle schools and chemical normal students on description of content specification, modes of description of the problems posed, teaching materials,but proficient chemistry teachers' performance were better than the chemical normal students on the instructional objectives, teaching emphases and difficulties, the quantity of knowledge, teaching thought, the consistency on the thought of textbooks, anticipated students' responses. On the process features of teachers'instruction design, proficient chemistry teachers'performance were better than the chemical normal students on introduction, development, and summary for the class. From the research of teaching behaviors, we found that there were significant differences between proficient chemistry teachers in senior middle schools and chemical normal students on instructional activity,learning activity and interactive behavior in the phase of reviewing previous knowledge, introducing the new knowledge, explaining new knowledge, exercises and practicing, summary and assigning homework. On the percentage frequency of teaching behaviors, the percentage frequency of proficient chemistry teachers'teaching behaviors such as "explains concept" "check knowledge" "applies, extends, plans" "elicits and incorporates input", is apparently higher than chemical normal students, and the percentage frequency of chemical normal students'teaching behaviors such as "gives feedback " is similar to proficient chemistry teachers, but the percentage frequency of chemical normal students'teaching behaviors such as "focusses attention/effort" is higher than proficient chemistry teachers. On the teaching strategies of teachers, the types and total percentage frequency of teaching strategies which proficient chemistry teachers use in their class is apparently higher than chemical normal students. The percentage frequency of teaching strategies which proficient chemistry teachers use in their class is apparently higher than chemical normal students, such as "contact life" "stimulating interest" "Inductive Inference" "deductive inference" "analogy" "comparison and contrast" "verified experiment" "inquiry experiment" is apparently higher than chemical normal students.The innovative work:Firstly, base on the research of teachers'instructional design, analysis the difference between proficient chemistry teachers in senior middle schools and chemical normal students in cognition on the structure of classroom teaching, cognition on elements of teaching process, and the features of teachers'instruction design; Secondly, quantitative comparative study teaching behaviors and teaching strategies of proficient chemistry teachers and chemical normal students by video analysis.