The Analysis Of Classroom Teaching Behavior Of High School Chemistry Teachers In Different Stages Based On ITIAS

Teachers’ classroom teaching behavior is an important part of the classroom teaching. The specification of teachers’ classroom teaching behavior will directly affect the quality of teaching effectiveness, and the level of development of the teachers decides to classroom teaching behavior. Based on the stage of teachers’ professional development, this article concur with the Teachers’ Career Stage Theory that teacher development process is divided into four stages, namely the adaptation and the discovery period.the stabilization period, test and re-evaluation period, and calm and conservative period. There must be some differences in teachers’ classroom teaching behavior of different stages, and the study of classroom teaching behavior of teachers in the different stages will help teachers to find out their shortcomings, to improve teaching methods, to promote their professional development and to improve basic education classroom teaching. Chemistry course is an important part of science education, and it plays an important role to improve students’ scientific literacy and promote the overall development of students. At the same time, chemistry is a discipline based on experiments that its teaching behavior is unique. Therefore, in order to adapt to the requirements of the new curriculum, it is necessary to deeply study chemistry classroom teaching behavior.In this paper, four high chemistry teachers of Jiangxi Normal University High School Affiliated are study objects. The teachers selected are sentenced in the stage of adaptation period, the discovery period (1-3years), the stabilization period (4-6years), test and re-evaluation period (7-18years), calm and conservative period (19-30years). By collecting four sets of video information of same topic classroom teaching of four teachers, coding the teachers’ classroom teaching behavior according to ITIAS, and encoding data form the matrix to compute, combined with interview of four teachers, obtaining the following conclusions:1. From the point of emotional atmosphere between teachers and students, the emotional atmosphere is cordial in the classroom of four different stages chemistry teachers.2. From the point of the classroom structure, the classroom structure of the four stages high school chemistry teachers shows as teacher-centered; teachers’ verbal behavior accounts for the vast majority of classroom behavior, showing the trend that with the upgrading of teacher development stage, the proportion of teachers language gradually raise; activities of students on the classroom teaching are less; the sampling information displayed slightly higher percentage of stabilization period teachers in helpless confusion in the teaching.3. According to ITIAS analysis teachers’ style, the four stages teachers tend to directly control the students; the chemistry teachers of stabilization period tend to take actively guide to students; the chemistry teacher of test and re-evaluation period have more interest in opening teaching, the chemistry teachers in other stages of development tend to the closed teaching, relevant questions raised by them were lack of the value of discussion and have strong randomness; chemistry teachers in the calm and conservative period use of multimedia technology in teaching because they have rich teaching experience so that can better grasp of the progress of the study; the result of research shows that discuss behavior is zero, which reflects student interaction is still weak in the classroom of the four stages of development chemistry teachers.The New Curriculum Reform need to regulate teachers’ classroom teaching behavior, and further optimize the classroom teaching, effectively promote chemistry teachers from concept to behavioral changes. In-depth study of the teaching behaviors is very important to promote the professional development of teachers and improve the quality of classroom teaching of basic course.