A Comparative Study Of Classroom Teaching High School Chemistry Teacher Behavior

Currently, under the background of new curriculum reform, the study on classroom teaching behavior is increasingly getting more and more attention, as it directly influences the effect and quality of classroom teaching, thereby affecting the advancement of the new curriculum reform. This research takes ion reaction as the content of study and carries out the comparative study on the teaching behaviors among novice teachers, proficient teachers and expert teachers in chemistry class, finding and summing up their own characteristics, so as to provide some valuable suggestions for novice teachers improvement in teaching behaviors, and at the same time offer a referential way for analysis of teaching behaviors in chemistry class.This paper contains four chapters. The first part is an introduction, mainly about the background, the related research at home and abroad, the content and the methods of the study. The second part is the theory study of this paper, firstly, introduced relevant concepts of teaching behavior and its classification by some researchers, then, described relevant concepts of threefold representation, finally, expounded my classification on teaching behavior in chemistry class. The third chapter is the part of practice research, mainly transcribed the teaching video of three different types of teachers, through analysis and comparison on the existing encoding methods, exploring the most suitable for this study and put it to work, according to the encoding results, finding out the differences of teaching behavior of novice, proficient and expert teachers in chemistry class. In the forth part, some conclusions, teaching suggestions and deficiencies have been simply exposited.The conclusions of this research includes:(1) Expert teachers teach the same content in a deep-seated way from many dimensions of macroscopic, microscopic and symbolic representation within the same time, while novice teachers often take a single way to teach, their teachmg behavior is lack of flexibility, and just remain on the surface of things.(2) The study on the classification of teaching behavior in chemistry class is reasonable, at the same time, the coding method for analysis of chemistry classroom teaching behavior of what we proposed is feasible.