| Visual teaching is an important manifestation of the traditional teaching method and modern teaching methods combined,The characteristics of visual teaching incomparable because of its intuitive,vivid and other teaching methods,such as being able to quickly improve students’ interest in learning,enhance students’ analysis ability.But because of differences in the level of teachers’ knowledge or different types of visual teaching behavior still exists some problems in the teaching,the need to further improve.This article uses the classroom observation method,interview method,questionnaire survey method,comparative analysis method and other research methods to find out the advantages and disadvantages of the classroom direct teaching behaviors of beginners and proficient learner chemistry teachers.This paper mainly includes the following seven parts:The first part,puts forward questions,defines the purpose and significance of the research,and analyzes the research status at home and abroad.From the four aspects of teacher’s adaptation to the expression of new curriculum standards,the important embodiment of teachers’ professional development,the need to improve teacher’s teaching effectiveness,and the necessity of teachers’ own development.The second part,the concept defines and explains the theoretical basis of the paper.Three teaching theories are used as the basis for the study,and the four concepts of novice teachers,skilled teachers,chemistry classroom teaching behaviors,and chemically intuitive behaviors are defined.The third part,The third part introduces the research objects,research methods and research tools.Through repeated lectures,the content of the same chapter of the novice and skilled teachers of the 4 middle schools in Yining City was determined and the knowledge of“metals and their compounds”was studied.Combining classroom observation method and comparative analysis method,this paper analyzes the differences in classroom direct teaching behavior between novice and familiar chemistry teachers,and prepares research tools such as observation scales and interview outlines.The fourth part,the research results and analysis.The construction of high school chemistry teachers classroom teaching intuitive behavior research index system,The combination of classroom research tools on the two types of teachers directly play,display,demonstration,in conduct comparative analysis,The large differences between the two types of teachers’ classroom teaching behaviors and intuitive conclusions,Specific performance in multimedia player,novice teachers physical display,demonstration of the use of the number and length of more than proficient teachers,Students’ participation is high,the teaching effect is obvious;Proficient teachers using multimedia demonstration,fewer students,enthusiasm isnot high,the classroom atmosphere is boring etc..The fifth part,analyzes the influencing factors of classroom teaching behaviors of middle school chemistry teachers.There are many factors that affect teachers’ intuitive teaching behavior.Among them,teaching concept,chemistry quality,students’ interest in learning,and teaching resources are all important factors that affect teachers ’intuitive teaching behavior.The sixth part,suggestions for optimizing middle school chemistry teachers’ classroom teaching behavior.Improving the concept of teachers and enhancing the professional knowledge of teachers helps teachers to build a complete knowledge system,stimulate students’ interest in learning and develop teaching resources in schools so that teachers can choose more intuitive teaching tools.The seventh part,the prospects and inadequate research.Due to the insufficiency of research experience and the limitations of research time,this time,we found the differences in classroom direct teaching behaviors between middle school chemistry beginners and skilled teachers.However,due to research coverage and research angles,there are still many deficiencies in the research.,pending further study. |
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