A Probe Into The Discussion Of Teaching Behavior In Middle School Chemistry Classroom

Discussion teaching method has been appeared since ancient times. The new curriculum reform of elementary education which launched in 2000 advocated discussion teaching method to show the subject role of students’, to train students’ thinking quality and to enhance the student’s consciousness of cooperation and abilities. Therefore.the exploration on the teaching behaviors and their efficiency in the process of discussion teaching can not only help the understand the situation of this teaching method during the period of the basic education on chemistry, but also help to enhance the quality of middle school chemistry teaching and students’ chemical literacy.But the author found that, there are many problems in the discussion teaching behavior. At the same time, the analysis on much literature shows that the number of studies on the discussion teaching behavior in the field of chemistry education is rare currently.And the researches are single, scattered and one-sided. So, the author analysed on the definition,characteristics and functions of teaching behavior first, through the method of literature research and theoretical analysis.The types of the teaching behavior are also classified.Secondly, the author analysed on the factors of discussion teaching behavior and constructed the structure of the teaching behavior in class. The effectiveness of teaching behavior was also discussed in the research.The author discussed the situation on discussion teaching behavior through the method of observationjanguage communication and interviews.Did investigation among 267 students from three schools in three different cities(Yangzhou, Nantong, Wuxi) to study the students’ understanding on discussion teaching method as well as the level.Based on this study, further analysis was conducted on the factors which affect the level of teachers’and students’teaching behavior in class. Then after the combination of the factors and the discovery in empirical research, put forward the optimum strategies on discussion teaching behavior.The results are as follows:(1) teachers’and students’agreement on discussion teaching method can mobilize the enthusiasm of students and expand the students’thinking, deepen the students’impression on knowledge. But the frequency of the use on the teaching, method remains low.(2) There is a tendency on the choice of the content and the presentation, and the discussion method is single.(3) Although the teachers’ guide on students’thinking is effective, but the effectiveness is not high.(4) The discussion behavior of teachers covers a wide range. When the students do not participate in the discussion, teachers can guide them to participate in. When students discuss overheating, teachers can guide students to engage in substantive discussions. When students have the wrong views and debate, teachers can guide and inspire them. When the students have a different point of view, teachers can guide the students to integrate. When the students are discussing, teachers can teach student show to accept and listen to others. However, since the arbitrary of teachers, their teaching depends on their teaching experience and there is no rules to follow.(5) There is a diffeiencc between students’paitiupauon behaviors,such as diiierent tasks, different forms and the difference in students’language expression ability. Students’initiative on expression is not high, they focus on the display of the results but dare not to criticize.(6) The emotional experience of teachers and students is strong in a generative discussion, teachers’emotional experience is more likely to affect the students’emotional experience.(7) There is a significant difference among teaching behavior by different types of teachers.(8) The level of evaluation behavior is low after the discussion,the main body is single, the content is not comprehensive and the evaluation method is monotonous.