Based On The The FIAS Different High School Chemistry Teacher Classroom Teaching Behavior Analysis

Classroom teaching behavior of the teachers is an important part of classroom teaching, and whether it is reasonable and effective is a direct result of the quality of teaching effect, is a key to good or bad teaching. In China, Most of the research about classroom teaching behavior is qualitative. This research builds an analytical framework of classroom teaching behavior which focuses on quantization and details. In order to provide effective guidance for professional growth of young chemistry teachers, this research which combines quantitative research method (Flanders Interaction Analysis System) with qualitative research method (observation, records and interviews, etc) studies the classroom teaching behavior of different types of chemistry teachers, especially for the comparative research of novice-expert teachers.In this research, the author observes, analyses many teachers in Jiangsu Province on the basis of classroom video, and selects a classroom teaching video about the "calculation of chemical reaction heat" of an expert teacher and a novice teacher. First of all, the author compares the two different types of teachers from the perspective of instructional design, and then uses the basic methods of FIAS to make further analysis and research. In addition, the author selects five videos about five different class introductions of "the acquisition and application of iron" of five different chemistry teachers of high school, uses the method of FIAS to make the further analysis, also to make analysis and interpretation for a large number of data obtained.Through this research, the author finds FIAS as a quantitative research method can more objectively reflect the facts of classroom teaching, putting emphasis on the teaching behavior analysis of verbal interaction. Through the comparative research of the case of teaching behavior, the author finds teaching language of expert teachers is teacher talk primarily. Expert teachers with high utilization of the language are good at mobilizing the enthusiasm of students. Classroom teachers and students are in a cordial atmosphere, and classroom teaching pays attention to students and students'understanding of knowledge. Teaching activities of expert teachers around improving the quality of students started are good at generating resources with the classroom. Expert teachers pay sufficient attention and positive response of students, inquiry abilities. The teaching language of novice teachers bases on instruction. Novice teachers with high utilization of language, whose impact of students are in a direct influence primarily. Their positive impact is dominant and students'emotion atmosphere is harmonious. Their classroom teaching pays more attention to subject knowledge itself with too much emphasis on knowledge and skills objectives. Process and methods, and objectives of emotional attitudes and values are often too busy to attend.They are not good at generating resources of classroom. Lack of concern for students and timely feedback to students, they always pay attention to whether the completion of teaching task on schedule.