Construction And Application Of LICC Classroom Observation Paradigm Of High School Chemistry Teaching

As a professional evaluation paradigm, LICC（The abbreviationof Learning、 Instruction、 Curriculure、 Culture） classroomobservation paradigm, which has strong theoretical support andpractical verification, has received wider recognition. However,observation points in LICC classroom observation paradigm arereceived from the pedagogy, high school chemistry, as a part of thecourse teaching, has its obvious discipline characteristics,focusing on conclusions from experiments, enquiry-based learningand mastering knowledge etc. Therefore, pertinence of LICCclassroom observation paradigm in chemistry teaching evaluationmodel is not strong. The purpose of this paper is to provide highschool chemistry teaching with the professional class evaluationsystem, introducing LICC classroom observation paradigm intochemistry teaching evaluation. The paper is trying to analyze andresearch systemetically classroom observation, LICC classroomobservation paradigm, course targets of high school chemistry andclassroom teaching by means of literature review method; combinedwith the characteristics of high school chemistry teaching,observation points in LICC classroom observation paradigm will beselected newly, observation scale will be make partly, andimprovement opinions and Suggestions also be proposed by theoretical derivation method and comparative research. LICCparadigm suitable for high school chemistry teaching will be moreprofessional classroom evaluation so as to promote development ofhigh school chemistry teaching.