Case Study On Time Characteristics Of Learning Tasks And Teaching Style For Proficient Chemistry Teachers

This study uses a middle school teacher Q’s normal chemistry classes as research objects,collecting14lessons through classroom and video observation as research materials, doingresearch on the chemistry learning tasks and time characteristics of completion ways ofteacher Q with methods of literature review, case studies and statistics and so on.The research classifies chemistry learning tasks in each lesson through the “Plate Theory”into core learning tasks, important learning tasks and general learning tasks. The completionof each learning task used in each lesson is also different. The study completes every kind ofchemistry learning tasks by explaining the statements, asking and answering by teachers andstudents, exchanging discussion and so on, analyzing and mapping the time spent incompleting learning tasks statistically. The characteristics of learning tasks and ways ofcompletion will be concluded through analyzing images and statistics as following:1. The ratio of completing learning tasks in each class is about:4.7:3.9:1.42.Among the ways of completing learning tasks in each class, the ration of time spent inexplaining statements, asking and answering questions by teachers and students, exchangingdiscussions and others is:77:6:3.6:13.4.Significant fluctuations have been shown in the characteristics of teacher Q’s completingchemistry learning tasks and ways, that is serrated, but they are near the average, whichreflects the stability and rationality tasks design in class learning of teacher Q.Hopefully this study can provide support for the teaching of high school teachers andpractical help to the researchers on chemistry teaching theory.