The Teaching Behavior Case Study Of High School Chemistry Expert Teacher Basing On Classroom Observation

The fundamental requirement of the new curriculum reform is "Teaching artificial origin",the core mission is "Improving the quality". In oder to improve the quality of teaching,the National Medium-and Long-Term Plan for Education Reform and Devel-opment(2010-2020) puted forward "paying attention to the education connotation devel-opment, encourageing school characteristics,the high level, training the famous teachers and cultivating talents".So, it’s important to study "the famous teacher".The eighth basic chemistry course reform has been implemented more than ten years. How about the ef-fect? What are the teaching way’s transformation? How to solve the conflict problem of training students’comprehensive ability and the university entrance exam pressure? We can also find some practical reference value from a line of teachers. During the internship, I had the opportunity to get lecturer Z’s guidance of a key high school in Wuhan city. In contact with the lecturer Z, I was most impressed by her respect-work spirit and rigor-ous teaching attitude. So I chosed the lecturer Z of a key high school in Wuhan city, as the object of case study. First of all, I was on the classroom observation for more than two months.Then I took the video class and collected more sufficient data. Finally, I watched the collected data over and over again and evaluated her teaching methods by attending her lectures qualitatively and quantitatively. Through class video, observing expert teachers classroom teaching behavior can help to promote the professional devel-opment of teachers. Professionally analyzing and reasonably suggesting the teaching video’details can help to the teacher find its own problems effectively and know the pro-cess of teaching deeply,so that we can improve.the effectiveness of teaching. The focus of this research is to obtain the certain experience and the inspiration by observing the expert teachers’teaching behavior.I took the teaching work of first part of chapter 3. Metal and Metal Compounds (Peoples Republication Obligatory Edition) as my example for quantitatively analysis, and evaluated this excellent lecturer’s teaching behavior by using Chemistry Class In-formation Technology-based Interaction Analysis System (CCITAS). An evaluation of this chemistry lecturer was obtained after text transcription, coding classification, matrix analysis, statistical analysis from his lecture videos, that his lecture was introduction based and experiment and questioning supported. In other words, this excellent lecture used Chinese traditional teaching method.For qualitative analysis, I used total-point-total analysis method, and took lecturer Z’s language behavior and non-language behavior into consideration. Firstly I carefully scanned his lecture structure and process, and then divided his lecture into 12 parts, and then analyzed his 12 parts in details, finally concluded. I came to a conclusion that lec-ture Z used a simple and important teaching method based on life-chemistry-life under the education concept that:structures determine characteristics, and characteristics de-termine applications, and combined with lecture mode of guid-ance-experiment-note-conclusion, in which experiment part became more obvious. In lecture part, lecturer Z started his explanation from easy to tough, gradually comparison, sight at the key points or some confused points that beyond students heads.Four significant characteristics were observed from lecturer Z’language skill, hier-archy, clarity, precision, ingenuity. Abundant of questioning skills also can be realized from Lecturer Z’s self questions and answers, questions and students answers, questions and single student answers, questions and deeply questions, and questions and different questions.In conclusion, lecturer Z inspired me in the following five aspects:1, great teaching attitude; 2, integral teaching structure; 3, clear teaching process; 4, signifying tough parts; and 5, paying much attention to students. Among these five aspects, teaching attitude and attention on students are significant important, and the latter is the top priority.