A Case Study Of Chemistry Teachers' Teaching Decision In Senior Middle School

Every curriculum reform, no matter how advanced the idea is, how wonderful starting point is, the final implementation and results achieved will depend on fundamental factors, but also the decisive factor—teachers. With the deepening of teacher education, enhancing of teacher professional development, a qualified teacher should no longer be the traditional implementer of teaching program, but should be transformed into an educational decision-maker, in fact teachers make a great many decisions in the course of day’s teaching, either conscious or unconscious. But the teachers’ awareness of decision-making is weak, or even completely unaware that they should assume the role of decision-makers in the teaching activities. As the direct participants of the teaching activities, teachers should locate their roles accurately, awake their awareness of decision-making, recognize their decision-making present situation, so as to promote the smooth implementation of the new curriculum reform in the fundamental.This article is to understand how the novice chemistry teacher make decisions in different stages of decision-making in their daily teaching activities, and the features of decisions, as well as the main factors affecting the decisions.This paper use qualitative research method, select a high school chemistry teacher in a middle school in Xi ’an as the research object, tracking her teaching to participate in her teaching process, recording classroom teaching video, collecting relevant teaching materials, and interviewing her at different stages of teaching, then analyzing the interview data to understand the characteristics of her teaching decision-making, we get the following conclusions:(1)Teaching program decision-making stage:the teacher chooses to follow the teaching and research group in the decision-making arrangements for teaching content, and depends supporting materials or discusses with other teachers to grasp the emphasis and difficulty of teaching; it’s lacking of interpretation and reference of Curriculum Standards in the decision of teaching objective, emphasizing the knowledge objectives, contempt and even ignore skills objectives, the process and methods objectives and attitudes and values objectives, the objectives lack of overall teaching decision-making consciousness.(2)Interactive teaching decision-making stage:the teacher adjusts content of courses flexibly according to the student’s classroom performance in the decision-making; the teacher makes different decisions depending on the circumstances to deal with classroom emergencies, the teacher takes a laissez-faire or tactful approach on the whole, after repeated reminders invalid name will be taken.(3) Teaching evaluation decision-making stage:the teacher points to pay more attention to students’ mastery of the course content in student learning evaluation, takes a pen and paper test-based evaluation methods to evaluate and the form is single; the evaluation of the teacher’s own teaching goals rely mainly on students’ reaction in the classroom and completion of homework, the teacher emphasises on knowledge goals evaluation, the evaluation of other goals is serious short; the evaluation of teaching plan completion focuses on the completion of course content.We find the teacher’s teaching decision-making are influenced mainly by following factors:student factors, teacher’s beliefs, teacher’s knowledge, the time factor and the teaching environment. On the basis of study, this article recommends the way for novice teachers to upgrade their teaching decision-making skills:teachers should strengthen their professional development; teachers should strengthen awareness of the depth of reflection; teachers should pay attention to the accumulation of practical wisdom.