The Exploration Of Teachers’ Classroom Teaching Behavior To Improve The Students’interest In Chemistry Learning

Interest in learning as a crucial factor in teaching, its influence on student’s study effect produced more and more significant."Ordinary high school chemistry curriculum standard (experiment)" clearly points out that the high school chemistry course should be based on the basis of the nine-year compulsory education, to inspire students’ interest in learning chemistry, cultivate the students’ spirit of cooperation, develop the students’ interest in learning chemistry, willing to explore the mysteries of material change, feel the wonderful and harmonious chemical world. The "national medium and long-term plan for education reform and development" which was published in2010and the eighteenth big report of the party put forward the "people-oriented" ideology in education, this means that the traditional education mode will be eliminated, education want to say goodbye to the past cramming and teachers’ main body type, truly achieve student-oriented as this. However, in the teaching practice, the cultivation of the students’ interest in chemistry learning didn’t get enough attention. Numerous factors that affect the students’ interest in chemistry learning, chemistry teacher is one of the important influence factors, the teachers’ classroom teaching behavior is especially significant impact on the students’ interest in chemistry learning. Based on this, we put forward this topic research, in order to provide reference for stimulating students’ interest in chemistry study.Based on the review and analysis of domestic and foreign about the research of the learning interest and teachers’ classroom teaching behavior, on the basis of Constructivism Learning Theory, Multiple Intelligence Theory and Maslow’s Hierarchy of Needs as the main theoretical pillar, formed a preliminary train of research thought. Combination of literature and the result of open investigation, we compiled a formal questionnaire, implemented a questionnaire survey among400students of senior grade one form Lingui Middle School of Guilin, No.1Middle School of Yulin, Experimental High School of Fangchenggang, Liucheng Middle School and Duan Middle School, collected and analyzed data, it is concluded that the most fair force of six kinds of chemistry teachers’ classroom teaching behavior. Corresponding to the six kinds of teaching behavior, combined with the theoretical basis, put forward five improvement strategy of teacher’s teaching behavior to stimulate the students’ interest in chemistry learning:Contact with actual life, arouse the students’ indirect interest; Use of chemical experiment, inspire the students’ direct interest; Create learning situation, strengthen the students’ cognitive interest; Organize teaching activities t, improve students’participant interest; Optimize the teaching language, cultivate the students’ sensorial interest. Combined with specific chemical instances, enhance the operability of the strategy.Based on the above theoretical conception, we made empirical research on improved teacher’s teaching behavior in order to improve the students’ interest in chemistry learning at Class (3) of Senior One in Lingui Middle Schools. It took the learning contents in2004compulsory high school chemistry textbook (PEP edition) as carrier, brought the strategies on improvement of teacher’s teaching behavior that aiming at improving students’ interest in chemistry learning mentioned in this paper into force, and combined the class memoir and cases to elaborate the specific operational approach. After the empirical research, we collected factual evidence from performance of final term exam, questionnaire on chemistry learning interest and attitude, students’ classroom participation, communication with the teacher after class and students interview, made objective evaluation on strategies mentioned in this paper. The results show that the improvement strategies we suggested is in favor of the improvement of students’ chemistry performance, improvement of the students’ learning interest, enhancement of the classroom participation, promotion of the communication between teachers and students. That is to say, the improved strategies on teacher’s teaching behavior in order to improve the students’ interest in chemistry learning constructed by us are effective.Although this research gains some achievements, but because of my limited capability, there is some deficiencies on the establishment of the questionnaire, the implementation of the teacher’s teaching behavior and the dispose of the questionnaire data, coupled with the short length of empirical research and lack of object, the strategies on teacher’s teaching behavior in order to improve the students’ interest in chemistry learning needs to further improve and develop, and the conclusion of this research needs to further verify.