Study On The Characteristic Of Summary-Lecture Teaching Behavior In Chemistry Concept And Principles Teaching

With the advance of the new curriculum reform, research on the chemistry class teaching behavior has received increasing attention of the educators. Summary-lectures teaching behavior plays an essential role in the teaching behavior. Its utilization facilitates the teachers to grasp the progress of the classroom, clarify teaching ideas, aim to teaching, and ensure the quality of teaching. The use of summary-lectures teaching behavior also helps students to effectively complete the learning task, accurately knowledge of the learning content, overall grasp of the content framework, and easily improve the thinking convergence. In other words, summary-lectures teaching behavior plays a pivotal role in teaching activities of chemistry class, and supports structure framework in chemistry teaching content.This article is mainly based on the theory including "instructional behavior pair""instructional behavior chain" and "chemistry class instructional plate". Using the CPUP construct model of class instruction, we observed and analyzed of the main features of the summary-lectures teaching behavior. The summary-lectures teaching behaviors were divided to five groups through observation, analysis, and inductive generalization. On the basis of this study, we studied the characteristics of combination of summary-lectures teaching behavior and other teaching behavior, the relationship between summary-lectures teaching behaviors and questions, and the relationship between summary-lectures teaching behaviors and instructional behavior chain.