Investigation And Study On Teaching Design Of High School Chemistry Teacher

Chemistry new curriculum, has made the significant transformation not only in constructing of the curriculum target system and choosing the curriculum content, but also in determining the teaching strategy and the study ways and evaluating the curriculum implement and so on,. How does the chemistry teachers adapt to the new curriculum? The most effective way is that they should construct effective teaching design, based on studying teaching design theories and they also should carries out the practice and the exploration of teaching design. The teachers should study in the teaching design's motion and improve in the teaching design's resonsideration.Based on the above goals, the present paper mainly studies the differences of the novice, the experienced and the expert teachers in theory and practice of the teaching design. It proposes some suggestions to reduce the gaps among the level of the teaching design.In the process of study, questionnaire, statistics and case analysis are adopted.The research is divided into two stages: The first stage faces the teacher, through questionnaire and interview, it investigate the basic theory that three kind of teachers who adopt in instruct teaching design, that is, the grasp of pedagogy and psychology. The second stage faces the classroom, mainly through the case analysis and observation, the study compare and analyze the differences of teaching plan in form and essence (in classroom implementation effect) to find out the reasons why these differences exist. It can help in the next pedagogical fresh raise and teacher's training.In theory, novice, proficient and expert teachers have differences: The expert teacher takes the classroom teaching goals seriously, but the novice teacher does not take goals seriously. 5% of novice teachers, 79% of proficient teachers as well as 100% expert teachers believe that good teaching should be advantageous in driving student's motivation of studying. Near half teachers (approximately 53.3%) do not take students' original knowledge into consideration in their teaching. The more teaching experience a teacher has, the more seriously he takes the establishment of teaching goal. Only less than 30% middle-aged teachers know the meaning of "task analysis". In writing the teaching reconsideration, approximately 75% of the novice teachers have written it, the proportion of expert teachers reaches 100%, but 16.7% of proficient teachers do it.Through the case analysis, the writer finds there exist differences in the form and practice of teaching design among novice, proficient and expert teachers. The differences reflect in the following aspects: the content and content arrangement; the teaching goal's description; the design of teaching evaluation system and optimization and adjustment of teaching design.Through the interview, the writer finds that teachers generally accepted the idea that designing teaching systematically can cause the teaching to be better planned. This is good for the improvements of teaching quality, but in the actual teaching process, many teachers are not willing to spend more time and energy. That is because they lack modern education theories and can't design teaching systematically. Therefore teachers popularize and promote advanced teaching idea and teaching design. It plays an important role in improving teaching quality and raising the quality of students.