Comparative Research On Expert Teacher And Novice Teacher In Teaching Chemistry Defined Concept In Senior High School

The concepts are important part of intellectual skills, and teaching defined concepts are very important and critical in school education. Defined concepts are some objects or events linked by definitions which show the relationships between the characteristics and functions of concepts.Gagnécreated a nine-step process called the instruction events, it correlates to and addresses the learning conditions: Gaining attention; Informing learners of objectives; Stimulating recalling of prior learning; Presenting the content; Providing "learning guidance"; Eliciting performance (practice); Providing feedback; Assessing performance; Enhancing retention and transfering to the job .The purpose of the present research it to explore how defined concepts were tought through the analyses of instruction events. The first part of demonstration was the analyses of data which collected by "think-aloud " . 24 senior high schools' chemistry teachers took part in and they presented the concept of "amount of substance". Then compared the arrangements differences of the instruction events by expert teachers and novice teachers through expert-novice research model. The second part of demonstration further explored the causes of the differences by interviewing 5 expert teachers and 5 novice teachers.The results indicate that:1. Practise of teaching was significantly directed by Gagné's theory on the events of instruction, but the practice remains to be refined and improved.2. There are very significant differences between expert teachers and novice teachers on 5 events: 1. Gainning attention ; 2. Informing learners of objectives; 3.Stimulating recalling of prior learning; 5.Provide "learning guidance"; 9.Enhance retention and transfer to the job .3. Expert teachers had better understanding on the internal conditions and external conditions of concept learning. They could better stimulate and provided more suitable learning guidance. Thus could help student actively construct knowledge and integrate the new concepts into existing knowledge systems. And they also created real-situations or other contexts to help student to apply the knowledge and develop the ability of far-transfer.