A Study On The High School Chemistry Teaching Analysis In Two Dimensions

High school chemistry curriculum standards(2017 edition)explicitly pointed out that the basic task of the course teaching is the development of students' core literacy,the key to the implementation of the core literacy is to actively explore the "quality oriented" effective teaching mode and strategy,and implement teaching practice activities,so classroom teaching research is important to the implementation of the quality theory.Classroom teaching research is a kind of practical research in which researchers carry out research activities such as curriculum,teaching mode and environment,and teacher-student activities comprehensively in order to solve problems in classroom teaching practice.Classroom teaching analysis is an important part of classroom teaching research and the foundation of classroom teaching evaluation research.At present,there are still many problems in the analysis of classroom teaching.The analysis of classroom teaching should be separated from the characteristics of chemistry.Analysis is usually based on the observer's understanding of teaching,which lacks consistency and objectivity.In such a class of classroom teaching analysis,the classroom teaching evaluation is easy to deviate from the quality-oriented teaching requirements,and the evaluation is not specific to the chemistry class and too general.In order to carry out the analysis of chemistry classroom teaching accurately and effectively,it is necessary to have an analysis frame which can reflect the factors of classroom teaching and the characteristics of chemistry discipline in an all-round way.Based on literature review,interviews,classroom observation and questionnaire survey,this study constructs an analytical framework for high school chemistry classroom teaching from the perspectives of teaching methods and discipline essence,designs an analytical scale,and conducts an empirical study on it.This study analyzes the teaching method with the teaching behavior in class,and the infiltration of the subject essence in class with the teaching content and thought.In empirical study,respectively from the perspective of nature and teaching way,the case of the 20 day of high school chemistry classroom teaching observation analysis,and the analysis of the two dimensions together form a complete chemical classroom teaching evaluation,the summary for the text in order to be able to use to practice,promote the implementation of chemistry classroom teaching level of ascension.The introduction part analyzes the background and demand of the research topic from multiple perspectives,and analyzes and summarize of classroom teaching research,and expounds the research necessity of this topic.Then it explains the research work,methods and research framework of this subject.The second part is the construction of classroom teaching analysis framework and evaluation scale.Through interviews,classroom observation and questionnaire survey,the current situation of high school chemistry classroom teaching was understood.Combining with literature materials,the classroom analysis framework and analysis scale were constructed,and the reliability and validity were tested.The third part is the application of senior high school chemistry classroom teaching analysis scale to carry on the empirical research.After observing and analyzing 20 high school chemistry classroom teaching cases and collecting data,it analyzes and summarizes the high school chemistry classroom from the perspective of teaching subjects and teaching methods.The fourth part is similar to the third part.After observing and analyzing 20 high school chemistry classroom teaching cases and collecting data,the characteristics of senior high school chemistry classroom are analyzed and summarized from the point of view of discipline essence.On the basis of the third part and the fourth part,the fifth part carries on the whole analysis to the chemistry classroom teaching according to the teaching method and the discipline essence.The sixth part is divided into research conclusion and reflection,and prospects based on the research status of this paperThis research constructs the analysis frame and scale of chemistry classroom teaching in senior high school and uses it to analyze chemistry classroom in senior high school.The basic conclusions are as follows:(1)In chemistry classroom teaching of senior high school,teachers still occupy the position of main body of teaching,but the status of learning subject of students is not obvious.(2)Expository method is still the main teaching method in the course of high school and middle school,focusing on the cultivation of the ability of solving problems with knowledge,and not paying attention to the infiltration of the essence of chemistry.(3)There is a relationship between the nature of the subject and the teaching method,and the diversification of the teaching method is helpful to promote the infiltration of the essence of chemistry in the classroom.(4)The evaluation of chemistry classroom teaching should comprehensively consider the teaching mode and the essence of the discipline,and reflect the characteristics of the chemistry discipline.