The Teacher’s Chemistry At Different Stages Of Development,Triple-Symptom Teaching Level And Classroom Discourse Meaning Construct Consistency Analysis

In June 2019,the State Council of the CPC Central Committee issued the Opinions on Deepening The Reform of Education and Teaching and Improving the Quality of Compulsory Education in an All-round way,which calls for strengthening the main position role of the classroom,effectively improving the quality of classroom teaching,and paying attention to heuristic,interactive and exploratory teaching,which requires teachers to be good at using a variety of teaching methods flexibly in accordance with teaching purposes and the actual situation of students,and to guide students to actively think and participate in classroom activities.In short,in order to realize the classroom transformation,we must pay attention to the teacher’s teaching methods,and teachers’teaching is mainly through language to carry out transmission,high-quality classroom dialogue is to train students’ high-level thinking,stimulate innovation consciousness,improve problem-solving ability of the necessary means.The study of classroom discourse focuses on the study of language interaction in the social and cultural environment,and the evaluation of the quality of chemistry classroom teaching also needs to take into account the distinctive subject characteristics of the latter,that is,teachers are required to have a certain degree of chemistry triple charactercy teaching ability.Therefore,the evaluation of classroom quality needs to take into account the significance of classroom discourse construction,but also need to pay attention to the teacher’s triple-indicating teaching level,so we should carry out a consistent analysis of the two.This study is based on the background of the core quality of chemistry subject teachers-pre-service teachers and post-service teachers as the research object,with the new teaching materials high school chemistry teaching version of the required first volume of"iron and its compounds" ten-minute micro-class as the research theme,through the study of the chemical triple-symptom assessment literature,select a suitable teacher chemistry triple-table teaching level evaluation scale for teachers at different stages of development of the teaching of the same class analysis and comparison,to find out whether there are differences in the teaching level of teachers at different stages of development.Then select and optimize the classroom discourse analysis scale,from the teachers and students in the classroom discourse content and communication mode two aspects to explore the meaning of knowledge construction characteristics in the classroom,and the triple character characterism teaching level and discourse meaning construction characteristics of a consistent analysis.Finally,combined with semi-structured interviews,we can understand the influence factors of teachers’ triple-indicating teaching level,and put forward targeted suggestions for pre-service teachers based on the above research results.This study not only helps first-line science teachers to analyze the characteristics of teacher-student discourse interaction and communication in the classroom,but also provides reference for their own triple characterity teaching level.Through the investigation and comparison of the teaching level and the construction characteristics of classroom discourse meaning of the four teachers’ classroom,it is found that there are differences in the water level of the four teachers’ teaching,as follows:(1)the two post-service teachers have a higher teaching level of chemical triple characteration,which is significantly higher than that of the two pre-service teachers;(3)In the teaching process,two pre-service teachers less interaction with students,the classroom is full of a large number of teachers to teach,even if the interaction is more within the scope of the teacher’s reservation,ignoring the actual response of students,slightly "authoritative";(4)in terms of language expression,although the two pre-service teachers can accurately describe the corresponding teaching content,but not sophisticated,sometimes oral language,and micro-knowledge expression ability is weak;Two former teachers’ questions about macro-knowledge and symbolic knowledge are higher than those of micro-knowledge,and the description of the problem is not clear enough,which is not conducive to students’ understanding.(6)In terms of feedback to students,the two former teachers have a low level of feedback on symbolic knowledge and microcosm,and will only respond with positive or negative responses,lacking further evaluation and explanation of student feedback.(7)In terms of student participation,students in post-service teachers’classrooms are highly motivated to participate,and the interaction between teachers and students is very frequent,compared with the teaching method of knowledge by pre-service teachers,which is difficult to promote students’ active participation.(8)In terms of the consistency of teachers’ chemistry triple-indicating teaching level and classroom discourse meaning construction,post-service teachers can maintain high consistency and pay more attention to teachers’ questions and students’ responses in the classroom,while pre-service teachers still need to be improved in this respect.The innovations in this study are as follows:(1)Through combing the relevant research,it is found that most of the research objects of chemical triplets at home and abroad are working teachers and students,and little attention is paid to pre-service teachers.This study refers to and optimizes the teacher’s chemistry triple-symptom teaching level assessment tool,qualitative analysis of the chemistry triple-referencing teaching level of pre-service teachers and post-service teachers,and aims to summarize the shortcomings and promotion direction of pre-service teachers in triple-referencing teaching by comparison.(2)This study mainly refers to the foreign Mortimer and Scott,as well as the domestic Sun and Sun Hui on classroom observation of the content of the study,and according to the purpose of the study and the actual situation of some tools to improve and optimize,the scale is divided into two dimensions,namely,teacher-student interaction dimension and teacher-student interaction mode dimension,the pre-service teachers and post-service teachers of micro-class video analysis and comparison,and made a three-way performance of teachers teaching level consistent analysis,In order to explore the quality of chemistry teachers’ classroom teaching more comprehensively,it aims to provide reference for other researchers and teaching front-line personnel.The shortcomings of this study are as follows:(1)In view of my limited energy,this study selected only four teachers as the subject of the study,but also can increase the sample size to continue the study,so as to ensure the credibility of the study.(2)This study selected "iron and its compounds" ten-minute micro-class for transcription coding and analysis,the class type and length of time is less,and then can also choose high-quality classes,review classes and other course types for further research.