Comparative Research On The Classroom Teaching Trait Between The Expert Chemistry Teachers And The Novice Chemistry Teachers

The teaching of expert teachers is the teaching of good quality and high efficiency, its quality and efficiency is embodied in the classroom teaching behavior, which derives from the fact that expert teachers have a good command of teaching and teaching activities. Therefore, it is highly significant for the development of profession of teacher to study the collective features and intention reflected in the excellent classroom teaching offered by expert teachers.The current research begins with the comparison research of the classroom teaching trait presented by novice and expert teachers, then compare the researches home and abroad and presents the relevant theories and conclusions of researches. The different types of empirical study adopt various research methods, observation, interview, case analysis, and so on, focus on the typical class teaching displayed by novice and expert teachers.The following hypothesis are put forward in the current research: 1. There are respectively features in the classroom teaching of novice and expert teachers, and the traits are called classroom teaching trait of teacher. 2. The classroom teaching trait is the combinations of the features embodied in knowledge scheme, teaching thought, teaching behavior, and teaching affection, among which knowledge scheme, teaching thought and teaching affection influence and promoting each other and determine teacher's class-room teaching behavior. 3. The differences between novice and expert teachers' teaching effect lie in the differences of the elements that constitute the classroom teaching trait.The dissertation mainly works on the following part: 1. Review the teachers' efficient teaching, and research literature about the novice and expert teachers' teaching behavior home and abroad. 2. Trace back and recollect the researches on chemistry teachers' research since the liberation of China. 3. Adopt a variety of research method, such as, observation in class, interview, choose more than 10 novice and expert teachers' typical classroom teaching as the subjects and conduct case analysis and comparison research in a great detail from the aspects of classroom teaching behavior;, teaching knowledge scheme, and teaching thought. 4. Conclude the basic of novice and expert teachers' teaching.Based on the above-mentioned empirical studies, the following conclusions can be drawn: 1. The basic difference of novice and expert teachers' classroom teaching trait consists in that the classroom teaching of the former is teacher-centered one-way process of transferring knowledge and technique, while the latter is student-centered process of transforming the students' existing knowledge and experience. 2. The difference in novice and expert teachers' classroom teaching trait specifically is embodied in the difference in the constitutional elements 3. The expert chemistry teacher's classroom teaching act employ the means of encouragement and are supported by the multimedia so as to advance the consolidation between the cycle of teaching activities with the "question—interaction—comment" as the basic chain link, and the cycle of teacher's role with the "leading role—aiding role—leading role" as the basic chain link. 4. The integration of teaching aims and means is the basic reason and motion that form the expert chemistry teachers' features of classroom teaching behavior. 5. The fundamental and normative framework of expert chemistry teachers is offered. Among the above-mentioned, the four points of number 2, 3, 4, and 5 have not been reported in other relative researches, and they are the innovative views of the current research.