A Study On The Difference In Chemistry Classroom Teaching Behavior

Teaching behavior stands as an important aspect in a teacher’s professionaldevelopment, as well as a key factor in achieving teaching effects. It witnesses teachers’efforts to realize self-value and to demonstrate educational philosophies. Although NewCurriculum Standard holds students at the core, teachers’ teaching behavior has a directinfluence on students’ learning methods and efficiency. The exploration and study ofteachers’ teaching behavior will facilitate the mutual learning between teachers, and thegrowth and improvement of young teachers, in hope of transforming them intobackbone teachers or “expert” teachers.The thesis focuses on teachers’ teaching behavior in chemistry classes, andconducts a comparative study on “novice” and “expert” teachers in terms of theirdifference in two aspects: the use of multimedia in teaching and classroom languagebehavior. For the first aspect, the thesis, on employing the statistical software spss17.0to analyze the data collected through questionnaires, tries to include the factors that mayinfluence the effect of multimedia teaching in chemistry classes, and goes on to find that“teachers’ utilization” is most important. Based on case studies, this thesis concludesthe difference between “novices” and “experts” in utilizing multimedia. For the secondaspect, a case study of three class types has been conducted: factual class, theoreticalclass, and exercise class. Together with the interview with teachers and students, andclassroom observation, the thesis summarizes four differences in classroom languagebetween “novice” and “expert” teachers, and proposes coping strategies with referenceto personal experience in chemistry teaching for “novice” teachers.