Description And Interpretation On Teaching Behavior In The Teaching Of Chemistry Basic Concepts

Chemical basic concepts are an important part of chemistry teaching content.Theteaching behavior in the teaching of chemistry concept directly affects the quality ofstudent learning. In order to describe the structure of the teaching behavior in theteaching of the chemistry basic concept,and find the character of expert and noviceteachers, this study selected each15classes of the expert and novice teachers and dothe following work.First,this study carried on the literature review and definition. Foreign literaturereview with time as the main line, analyzed the literature since1960s. Domesticliterature was listed a form according to the theme.Then this study defined a fewimportant concepts in the study-chemical basic concepts, teaching behavior.On this basis, this study selected two kinds of teaching behavior (teaching andQ&A) which are the most common in the teaching of chemical basic concept. Bycombining the practice and the theory. Then it tested the rationality of the models.The data collected was analyzed By SPSS software.Through the data analysis of "teaching behavior", in the dimension of the sourceof question, the expert teachers like to ask question from the examplesocial,production and living. In the dimension of the the formation of facts, the expertteachers like to let students do the experiment in group,but the novice teachers don’tlike. In the dimension of the way of teaching concept,there is more exploratoryteaching behavior in the expert teachers’ classes,but there is not in the noviceteachers’ classes. In their classes,there is more straight type teaching. In thedimension of the subject of the concept formation, the expert teachers let studentscome to the concept, but the novice teachers often come to the concept by thenselves.Through the data analysis of " Q&A ", in the dimension of the type of question,7kinds of question wereinvolved in the class of the expert teachers."Memoryquestion""fact question""interpreted question" and "using question" were usuallyinvolved in the class of novice teachers. In the dimension of "questioner","students asking" was not valued by both of two kinds of teachers. In the dimension of "answer","individual students answering" is usually appeared in the expert teachers’ class."Theteacher replied" and " answer by all students" are usually appeared in the noviceteachers’class. In the dimension of "feedback","adopting to the next step ""repeatedor praise" are usually appeared in the expert teachers’ class. mainly,"No feedback" isusually appeared in the novice teachers’ class.It interpreted the characteristics of two types of teachers’ teaching behavior. Thenit put forward strategies: the novice teachers need increase the open of teaching,refinefuither the teaching content, analyse deeply the link between the teaching content,communicate more with students in the class. Expert teachers should reflect thesubjectivity of students in the class,and give more opportunities to students to askquestion.