Research And Enlightenment Of Effective Chemistry Teaching Behavior In High School

In2000the eighth national basic education reform has been more than ten years of time, the end of the new curriculum reform is how, have been the focus of society, school, parents concern, important--class position as the implementation of the new curriculum reform, has become the focus of attention. A wealth of research are based on, including the research on the effectiveness of classroom teaching, research results are emerge in an endless stream.However, classroom teaching in New Curriculum in more than ten years of reform, the majority of the teaching process is still the old pattern, cannot reflect the concept of the new curriculum. Undeniably, the teaching process is a two-way activity, whether teachers can promote students’ learning, which requires long-term observation and research before it is possible to draw valuable conclusions. Basic learning method and model based on the assumption that students did not change, to study the students through changing the teachers teaching behavior learning is improved, and to obtain the final result of the judgment, a more direct, but may not be the optimal way is through the test. Some time after the end of the teaching, if by changing some of the teaching behavior can improve students’ academic level, then the preliminary view is that learning behavior improved the students have a certain role in promoting, however, such a conclusion is not representative, also need to classroom teaching in the longer, wider range in the experiment, if the students’ academic level can generally improve, so that teaching behavior can be improved can promote students’academic level, even can also examine the development of students’ specific aspects of whether or not to play an active role.In this paper, the time and the teaching conditions, only the first phase of the study, the teaching experiment was conducted in two parallel classes, observe one class in the teaching behavior using the improved, whether the students’ academic level has improved. The full text is divided into six chapters, the first chapter conclusion based on a comprehensive study on the existing research, put forward new targets. The theoretical basis of the second chapter theory respectively from the teaching theory and learning theory to analyze the teaching behavior. The third chapter analysis the influencing factors of effective teaching, but by the time constraints, selecting teaching behaviors among classroom teachers as main research variables, ignoring the influence of other variables, study on the influence of key factors of effective teaching behaviors. In the fourth chapter, carries on the questionnaire survey (questionnaire of teachers’ classroom teaching behavior to develop the main reference Prof. Dr. Yao Limin in the paper on the basis of analysis), students expect teachers to change or improvement in what teaching behavior, teaching experiment, teaching effectiveness of learning behavior through test paper evaluation. The fifth chapter mainly according to the student in the questionnaire feedback and evaluation of academic achievement, and a combination of two hall "redox" teaching behavior analysis, put forward the suggestions of teaching high school chemistry teacher, hoping to give some inspiration. The sixth chapter is a brief summary of the paper, the shortcomings of this study and reflection.