The Research Of Classroom Diagnosis Based On The Competence In The Discipline Of Chemistry

This analysis on the basis of the constituent elements of the chemistry ability training, constructed analytical framework of corresponding type of teacher behavior. Aim to study the current status of chemistry ability from the teachers’view, provide inspiration and reference through the micro-analysis and evaluation of specific case of the teaching ability training of teachers.This paper mainly uses literature analysis, video observation, video analysis, comparative study, case analysis and other research methods, and from the macro-perspective and micro-perspective, comprehensive compare the current status of chemistry ability training in class. Research is divided into the following three aspects.The first part, construct the type of teachers’behavior framework based on chemistry ability training through literature research and the guidance of experts and teachers. This study suggests that the ability to understand concepts, experimental thinking, symbolic representation ability, quantitative computing capacity, the ability to build as five factors of chemistry ability, and constructed the type of teacher behavior analytical framework to provide the basis for follow-up study.The second part, study the characteristics differences of teaching tend on chemistry subject ability. Respectively from the ability factor and the ability level to diagnose chemistry ability. The results show that the ability to understand the concept is the core of chemistry ability, the status of quantitative computing capacity and the ability to build need to improve. There are differences in different teacher for the elements of the capacity and ability levels. Generally speaking, experts and experienced teachers is better in classes’utilization than younger teacher.The third part, matching study of teaching action and teaching chemistry subject ability. Adopt comparative study of the same knowledge,combine the solubility knowledge, compare the matching of teaching process and teaching behavior of different teachers. The study found that different teachers have the same point of content selection and teaching processes for the same knowledge, but there are differences in different teacher for the elements of the capacity and ability levels. Secondly the matching of teaching ability and ability training is increment for the younger teachers, experienced teachers and experts.In this paper hopes through comparative study of the above three aspects. To provide effective reference to improve teaching capacity of high school chemistry teacher. Provide new perspectives for the development of ideas and theories of high school chemistry teaching.