Research On Chemical Class Instructional Behavior Pairs And Its' Combination

The new chemistry curriculum for senior school is in implement now, chemistry classes are having made great progress. Instructional models are changing. Questions, experiments and inquiry activities occurred in class are becoming more and more. But in spite of all of these, through deep observation into class activity, the real chemistry class activities can't attain such great achievement as they seem to be. A great amount of low even no effectiveness instructional behaviors exits in real chemistry class, new ideas about chemistry curriculum can't convert into instructional behavior. There are many reasons can explain these strange phenomenon. First, normal school-based instructional research put more attention to content but no behavior; Second, chemistry pedagogy ignore the research of instructional behavior; Third, many existing researches split teaching behavior and learning behavior open and not rooted in real chemical class activities and so on. All of these constitute the objects, contents and methods basement of this research.â—ŽThis paper first reviewed and analyzed the domestic and abroad instructional behavior research history. Under the guide and direct of complexity thought, on the basement of great class observation, proposed"instructional behavior pair"and its'combination"instructional behavior chain"two core concepts, and analyzed and discussed them from the perspective of philosophy, system science, psychology and pedagogy. Combined with the theory of"chemistry class instructional plate", constructed the CPCP construct model of class instruction. This CPCP construct model acts as the observational perspective of chemistry class instruction which based on the core concept"instructional behavior pair".â—ŽBased on class observation, combined with the existing research results of class instructional behavior, construct seven categories, twenty kinds chemistry class instructional behavior pairs system and two categories, five kinds instructional behavior chains system, ascertained categories, time length, times, contents, order and place six properties which can be measured; confirmed the form structure and time structure two measure perspective, these work laid firm basement for class observation which can be structured and measured.â—ŽThrough deep observation and detailed record, compared and analyzed thirty samples of normal senior chemistry class from the perspective of whole characters, high effective and low effective class, elemental kinds and principles kinds, many new achievements were achieved by the aid of qualitative interview.Convert frequency range of senior chemistry class instructional behavior pairs; eight kinds of instructional behavior pairs which were common: explain narrative, report communication, raise question, teacher raise question students answer together, object show, write on the blackboard, assign a task, write on paper. Real class activities are students listen to the teacher, student reports and communication and write on paper;"Teacher raise question students answer together"is low effective instructional behavior pairs; The instructional chain"after teacher raise questions and assign a task, he/she will set certain time for students to think and discuss"is high effective. The select of instructional chains kinds has no relations to chemical class instructional content etc.â—ŽApplied the above results and findings to"hydrolysis of salt"and"halogen", by the aid of expert-novice compare research methods, point out profitable optimization advices and format analyzed frameworks of chemistry class instruction which based on instructional behavior pairs and CPCP structure model. These frameworks laid firm basement for analysis and improvement of senior school chemistry class instructional behavior in the context of new program reform.