Investigation And Research On The Phenomenon Of "Over Teaching" In High School Chemistry Classroom

Over teaching is an important reason for students' learning burden,and it is also an obstacle to the realization of effective teaching.It is of great significance to explore the current situation of over teaching.Based on the literature analysis of "over teaching" at home and abroad,this paper summarizes the connotation and representation of over teaching,and formulates the classroom observation scale,which includes five classroom observation dimensions: classroom introduction,teaching objectives,teaching presentation,teacher-student interaction and teaching evaluation.The scale was used to observe 30 classes of chemistry class.The teaching content was element compounds and the class type was normal class.The results of classroom observation were statistically analyzed(1)When high school chemistry teaching is introduced into the classroom,there are some phenomena such as too long lead-in time,too much content,and no relation between the content and the key points of teaching.(2)High school chemistry teaching objective design,there is a phenomenon of excessive teaching that exceeds the requirements of the new curriculum standards and pursues the high goal of college entrance examination.(3)When the high school chemistry teaching is presented,there are some over teaching phenomena,such as the classroom experiments are all presented by video,excessive use of multimedia,no writing on the blackboard,traditional single teaching method,too fast grasp of teaching rhythm,and excessive addition of teaching content.(4)In the process of high school chemistry teaching,there are too many judgment questions and too many invalid questions.The phenomenon of excessive teaching is that teachers use too many questions in the same way,individual questions are too difficult to design,and students are difficult to teach.(5)In high school chemistry classroom teaching evaluation,there is an excessive lack of teacher evaluation focusing on Evaluation thinking process.According to the research results,the corresponding teaching suggestions are put forward(1)The introduction of classroom is concise and to the point.It can stimulate interest and introduce teaching emphasis at the same time.(2)Study the chemistry curriculum standard of senior high school seriously,fully understand the learning situation,and formulate the teaching objectives from the "nearest development area"(3)Demonstration experiments and group experiments should enter the classroom,write on the blackboard carefully,give lectures in flexible and diverse ways,formulate teaching contents according to teaching materials,and accurately grasp the teaching rhythm.(4)We should reduce the questions that have nothing to do with the teaching content and the inefficient judgment questions,and increase the questioning methods of random roll call.(5)Pay attention to the evaluation of students' thinking process,help students to find out the root of their thinking mistakes in time.