A Case Comparative Study On The Characteristics Of Classroom Teaching Effectiveness Of Acid And Alkaline Theme Between Novice And Proficient Chemistry Teachers In Junior High School Based On CPUP Model

With the comprehensive development of chemistry curriculum reform,how to implement the new curriculum ideas and objectives,and then create "efficient classroom" has aroused the great attention of the majority of chemical education scholars.In essence,"efficient classroom" belongs to the research category of "classroom teaching effectiveness".Zheng Changlong's research group tried to reveal the essence and characteristics of the effectiveness of classroom teaching from the perspective of “introduction behavior”,and developed the evaluation scale of the effectiveness of primitive system in chemistry classroom teaching.At the same time,the transition from novice teachers to professional teachers is of great significance in the professional development of teachers,and has naturally become a hot issue for educational researchers.This is a case comparative study on the characteristics of classroom teaching effectiveness of “acid and alkaline” theme between novice and proficient chemistry teachers in junior high school,based on the evaluation scale of the effectiveness of primitive system in chemistry classroom teaching.The study used the methods of literature research,text analysis,classroom observation,and statistical analysis,and reached the following conclusions.In the normal teaching of “acid and alkali” theme in junior high school chemistry class,the effectiveness of the primitive system of classroom teaching of proficient teachers is significantly higher than that of novice teachers.This difference is mainly reflected in the three dimensions of “Quality of Instruction Behavior Chain”,“Match Degree” and “Quality of Resource & Technology”.However,there is no significant difference in the two dimensions of “Rational Use of Time” and “Rationality of Primitive Content”.There are two main reasons for the significant differences in the effectiveness of “acid and alkali” theme classroom teaching between novice and proficient junior high school chemistry teachers.First,the novice teachers lack of teaching experience,the characteristics of the teaching content and students learning characteristics of the study is not accurate,the performance of teaching strategies and teaching methods of improper choice;Second,novice teachers pay too much attention to themselves,and have insufficient understanding of students' cognitive development rules,which is manifested in the lack of rationality of teaching presupposition and control of teaching process.