Novice And Expert School Biology Teachers Classroom Method Of Teaching Strategies Is A Comparative Study

The use of teaching strategies is an important gauge of the control of a class for a teacher and will lead to the effecting of teaching directly, and finally the students' acquisition of learning strategies and knowledge, and the abilities taking shape in class.More importantly, New courses makes more requirements for teachers' using of teaching strategies.This research analyzes the recording video of the teaching of the Master of Education students in educational practicum by documentary study, video coding and other researching methods. It finds out novel biology teachers' features of using of teaching strategies and those of expert biology teachers in high school, aiming at finding out the differences between them and making an academic contribution to the professional development of biology teachers.The researcher analyze and study the method-based teaching strategies, which is an aspect of teaching strategies. The finding shows that there is no significant differences between the sorts of teaching strategies that novel teachers use and expert teacher use. In practices, novel teachers' use frequency of contact life strategies, analog model strategies and strategies of Comparing and contrasting and those of novel teachers are the same. Novel teachers use strategies of stimulating interest and Organizations more frequently than expert teachers. In the use of other strategies, the latter do more than the former. In the aspect of degree of dispersion, expert teachers teacher with the use of one or two teaching strategies as the core, while novel teachers do not have the main strategies in the use of teaching strategies.Based on the researching, the research raises suggestions on the improvement of novel teachers' classroom teaching strategies, hoping that the professional development of novel teachers can be promoted by training biology students in terms of academic and practical knowledge and by creating a beneficial environment of teachers' professional development, such as through improving the communication between novel teachers and expert teachers in various ways and developing teacher evaluation systems.