A Comparative Study On The Effectiveness Of Classroom Teaching Problem Design Between Chemistry Expert And Novice Teacher

The effectiveness of teachers' classroom teaching is the result of many factors,including the validity of the design problem is to determine the classroom teaching effectiveness,the important factors that caused a lot of students learning activities for class of effective teaching behavior problems as the beginning,and the problem that the effective design is the premise,so the question the validity of the design is the basis for and key to study the effectiveness of teaching.Based on 18 classroom observations,this study conducted a comparative study on the effectiveness of expert and novice teacher problem design using the design effectiveness evaluation scale of chemistry classroom teaching questions,mainly including the following aspects:First,enrich the effectiveness evaluation tool of problem design.On the basis of the existing research,this paper further enriched the design effectiveness evaluation scale of chemistry classroom teaching problems,interpreted the content of the secondary dimension(also known as "item" or "item"),and put forward the operational reference basis for marking the specific score of item.SPSS 25.0 software was used for reliability and validity test,and the validity evaluation scale was finally designed for chemistry classroom teaching problems.Second,selection of expert and novice teachers each one,on "basic concept and basic theory","element and its compounds","organic chemistry" in the three kinds of class representative,enough new teaching lesson 9 cases of conventional teaching lesson as the research example,carding class example analysis,the extraction of the sample,and use the evaluation questionnaire,secondary dimension level evaluation and reference table of 1002 sample points.Thirdly,independent sample T test was conducted with SPSS 25.0 software,and the effectiveness of expert and novice teacher problem design was compared according to the statistical data,and the following conclusions were drawn:(i)In the same normal class,the number of problems designed by expert teachers is more than that of novice teachers.On the whole,the effectiveness of problem design of expert teachers is significantly better than that of novice teachers in the content design dimension(F1)and function design dimension(F2)of questions in the teaching of different types of class examples(including 9 topics of three types).(ii)There was no significant difference between expert and novice teachers initem F11 of "nitrogen oxide" and "ethanol",item F24 of "ion reaction","limit of chemical reaction" and "methane",and item F25 of "ethylene".There is no difference between F11 in bonds and limits of chemical reactions,F23 in ionic reactions,and F25 in limits of chemical reactions and ethanol.(iii)The item with the highest average score of expert teachers was F21,and the item with the lowest average score was F23.The item with the highest average score of novice teachers was F12 and F21,and the item with the lowest average score was F23.Both of them are more effective in raising students' attention and raising students' cognitive conflict.Fourthly,combining with the conclusion of the comparative analysis on the effectiveness of problem design for expert and novice teachers,the paper draws the enlightenment on the effectiveness of problem design,and puts forward some thoughts on the effectiveness of problem design,hoping to provide a reference for more effective design problems for teachers.