The Characterization And Evaluation Of Common Primitive Chemistry Instruction Behavior Chain’s Quality

Instruction behavior is the carrier of chemical classroom teaching and learning, is the concept of teacher education and teaching claims the most direct form of expression, the teacher in every process of teaching and learning to help students construct the learning content. At the theoretical level, however, the teaching behavior research is still lack of public theory, and the teacher have difficulties in individual theory construction; On practical level, teachers deficiency of subjectivity in participate of the teaching behavior research, teaching behavior and education concept does not match the phenomenon exists. Chemical classroom instruction from the perspective of system theory, system consists of some primitive teaching systems according to certain logical order link, practice performance for each one has a certain logic relationship of primitive instruction behavior chain. At the early stages of the professor zheng chang long group’s study, We have established the primitive instruction behavior chain quality of primitive teaching system of teaching effectiveness. Based on this research in the early stage of the research study, carried out the common primitive chemical classroom instruction behavior chain to implement quality characterization and evaluation research, mainly includes the following several aspects of the specific content.◎Common primitive chemistry classroom instrction behavior chain qualitatively. Combined with education, system science, psychology, communication and other related theory, the chain for each type of primitive instrction behavior of the influence of the implementation of quality evaluation dimensions and each dimension mechanism were discussed.◎Common primitive chemistry classroom instrction behavior chain quantitative characterization. On the basis of qualitative characterization, construct the chemistry classroom instrction behavior chain element of 6 kinds of common quality quantitative characterization model.◎The quality level of common primitive chemistry classroom instrction behavior chain. Discusses the various types of primitive teaching behavior chain implement quality level problem, will all kinds of primitive implement quality teaching behavior chain is divided into high, medium and low levels; Determine the various types of primitive teaching behavior chain implementation of the quality of the critical value; Analyzed the element of each level of the teaching behavior chain implementation characteristics and differences.◎Characteristics of quality ande level of common primitive chemistry classroom instrction behavior chain. Discusses the teacher’s maturity, gender, teaching form of primitive implement quality of instrction behavior chain, the influence of and the causes of differences are discussed.◎The evaluation and analysis of the whole quality of chemistry classroom instrction behavior chain. Analyzed the element of chemistry classroom instrction behavior chain type and primitive instrction behavior factors of type selection; Summarizes the whole distribution types of classroom instrction behavior chain’s quality; The element of chemistry classroom instrction behavior chain level representation; Summed up the analysis of the implementation of quality processes of classroom instruction behavior chain.