A Study On Chemistry Teachers' Teaching Behavior Transformation In Senior School Classroom Under The New Curriculum

Success or failure of educational reform depends on the concept and behaviors of the teacher, and then their classroom teaching behaviors have a direct bearing on the success or failure of education and teaching. According to previous understanding of the concept that related to classroom teaching behaviors, the author has limited the concept of chemistry teaching behaviors in high school classroom. That it refers to the operating teaching behaviors of chemistry teachers in senior school that occurs in the specific teaching situation, which based on personal philosophy of education, teaching styles, professional knowledge and skills, experience and wisdom of teaching practice.Under the background of the new curriculum high school chemistry curriculum is building a new system. In the process of implementing the new curriculum, a series of adaptive changes of chemistry teachers'teaching behaviors in senior school will occur which affected by the new concept of teaching. Since the implementation of rehabilitation programs, teachers have widely studied the concept of it and have a more in-depth understanding. However, there are still some problems with their teaching behaviors in the practice. Compared with the new concept, they still have a long way to go. Based on the situation, this research chooses observation, questionnaires, interview and so on to contrast the chemistry teachers'classroom instruction behaviors before and after curriculum reform. We recognized their changes in the process of implementing the new reform, found some main problems in the course, and proposed the corresponding solution based on the theoretical relationship between education ideas and teaching behaviors.First, it includes not only the background and significance of this research, but also the main content, design and research methods. The second part summarized the domestic and foreign teaching behaviors research results. In addition, it gave the brief outline to the relationship between teaching theory and classroom behaviors. Teaching philosophy can promote change and improve teaching practices. However, teaching behavior always represents a specific teaching philosophy, and it prompted the formation of new teaching ideas in practice. Therefore, we analyzed and compared the high school chemistry in the"Curriculum Standards"and"Syllabus", and put forward the behavior tends of high school chemistry teachers in the classroom. These tends which are affected by the new curriculum ideas would be reflected in the following four areas, such as the role of the teacher in the classroom, their teaching goals, models and methods. Through those methods, such as observation, questionnaires, interview, the teaching cases contrast and so on, we have made a series of investigations and also we counted and reorganized the result.The last part has included the research conclusion, the transformation situation of chemistry teachers'behaviors in high school after the implementation of the new curriculum, and some countermeasures and suggestions that can promote the teaching behavior transformation. For example, teachers should clarify their status in order to determine the direction of change; they need to understand the aims of education correctly and to deal with teaching objectives rationally; they can also correct their teaching concepts and address the individual difference of students. In addition, teachers should comprehensive use of various teaching resources to build efficient classroom. As the education sector, they have to strengthen construction of teaching in order to promote teachers'professional development and behavior transformation.