High School Chemistry Classroom Observation

In recent years, how to understand the class action type of the students’ and its representative meaning, improve teaching methods and strategies, and improve the teaching ability has become the main goal of the classroom observation for first-line teachers especially novice teachers. In this article, students’ class action expression have been analyzed through high school chemistry classroom observation, to sort out a series of class actions, facial expressions and other characteristics manifested intentionally or unintentionally by the students in the Chemistry Classroom Teaching of high school today. Combined with the information of education and psychology related to student action, facial expression, and then analyzing the psychological reaction of the students to do the action from the perspective of scientific theory. To summarize the meaning of the students’ class action expression and put forward the corresponding teaching suggestions. This paper mainly consists of four parts.The first part: A literature review. Defined some basic concepts such as“classroom observation”, “high school chemistry classroom observation”, “class action”, “facial expression”. And distinguished between “facial expression” and“micro-expression”, then summarized the main domestic and foreign-related research about the class observation and action related research and theoretical basis.The second part: Classroom observation and research. The author put the students learning as a breakthrough point and then expand the practice observation research after reading a large number of relevant literature and researching on the classroom observation model. After using questionnaire and interview, the author organized the students’ class action and facial expression, and ultimately determined the five observation points(blank, talk, look out of the window, lower one’s head,shake one’s head) as the research object in order to make the actual classroom observation research. Through two actual cases of teaching observation, the classroom observation results are analyzed to make a correct evaluation by using the chi-square test.The third part: The conclusion of classroom observation and suggestions for teaching. According to the non-parametric test and analysis result, the author detailed and summarized the following conditions: when and what kind of action and expression will be appeared, what they mean, how teachers should deal with and so on. On the other hand, putting forward the corresponding teaching suggestions from three aspects: lesson-preparation, in or after class, in order to reduce the appearance of the students’ irrelevant actions and expressions and teachers can respond in a timely manner.The fourth part: Reflection and prospect. Classroom observation will inevitably be accompanied by a number of factors, especially the study of students’ action and facial expression. So the author analyzed the deficiencies in this research from several aspects. For example, extent of observation, professional knowledge level,identification of mental state about the students’ action and facial expression,observation process. Looking to the future, the more research teams involved, the more teachers and students will develop.