The Research Of Matching Features For The Degree Of Importance Of Primitive Content And Combination Model Type Of Instruction Behaviour Chain In The High-quality Chemistry Classroom Teaching

Since the full implementation of the new curriculum reform, high school chemistry class also changes profoundly.,the front-line teachers are also facing a huge challenge on the instructional design, and education researchers should also open up a new angle in the chemistry classroom under the new curriculum for teaching evaluation. The habit of educators in the past is to observe the classroom from a macro point of view; it is lack of refinement of the analysis. Only macroscopic understanding of classroom cannot provide the most comprehensive and effective guidance for classroom teachers.In order to understand the structure of the internal behavior of high-quality classroom of the new high school curriculum, Professor Zheng Changlong group, from Northeast Normal University, builds a CPCP model to analysize the structure of chemistry classroom behavior, and then constructed CPUP model on the basis of large numbers of chemistry classroom observation and analysis.It is proposed a new perspective of observation and analysis from the classroom in the form and content.Based on CPCP and CPUP model theory, we believe that each teaching task in a chemistry class contains a number of teaching behavior chains, each teaching behavior chain carries the basic chemical content of a lesson, we call it the chemical content of classroom teaching unit, also known as content-based (Primitive Content, PRC), the smallest unit of the chemical content of classroom teaching. With the construction and understanding of two models, our understanding of the chemical content of classroom teaching goes into the micro-level, from two angles of the structure and content, from the macro-micro to divide and study chemical class, it changes the angle of the understanding and evaluation of the front-line teachers and education researchers on the chemistry class historically, making chemistry classroom teaching evaluation changes from the traditional macro-qualitative description and expert assessment gradually to microscopic quantitative description and empirical evaluation stage.This article selected ten high-quality classroom of high school chemistry (including the five elements of compound classes, five of the concept of the principle of class) as the study sample, specifically analysize classroom behavior chain, the degree of importance (content important degree.referred to as CID) and how they match, whether autonomy higher chain of student often carries a more important teaching content. Through the analysis of ten-classroom two-matching characteristics we try to make real natural description and rendering system. By analyzing the two types of classroom matching characteristics, we manage to search the characteristics of the high-quality classroom teaching behavior and teaching content in high school chemistry teaching. We are making great efforts to provide meaningful theories and teaching guidance for teaching-theory-workers and front-line teachers.