A Case Study Of Teaching Behaviors And Content Of Junior School Science Teachers Based On CPUP Model

In order to analysis the teaching behavior and the content characteristics of the novice teacher and the proficient teacher on the part of “material science” in science education, this article used a model called CPUP, which is a classroom observation model. CPUP model is a quantitative research tool, therefore, the research added questionnaires,a kind of qualitative method to gain the view and the advices of the teachers and the students on the teaching effect. Combine the results of the quantitative with the qualitative research, I drew the conclusions as following:1. Novice teacher preferred “talk” when he was in the class, but he didn’t prefer any behavior chain. 2. Novice teacher’s highlights: he admitted the importance of experiments, and did them himself as more possible. He had new teaching ideas and he was expressiveness when having class. He paid much attention to the emotion between his students and nature. He focuses on how to keep students’ curiosity to new things and set the suspense. He inspires his students to explore properly. Also he promotes safety awareness and activities. 3. The proficient teacher preferred the form of “C Chain” and the behavior pair of “talk” to have interaction with the class. She could catch appropriate CID of the class and make the percentage of CID of A level is higher. 4. Proficient teacher’s highlights: she has systematic subject professional knowledge. 5. The similarities of two teachers’ classroom teaching behavior: similarities: teachers preferred “talk” when they were in the class, and they preferrd the form of “C Chain” to have interaction with the class. Both of them could stimulate students properly and listen to students’ questions or answers carefully. What’s more: they treated each student equally. The two have common faults as below:(1) In a way, their teaching forms are single.(2)From the perspective of instructional mode, there’s no students’ self-evaluation or peer evaluation. The STS education content related appeared insufficient. Moreover, scientific disciplines inside were not closely connected with each other.(3)From the perspective of teaching concept, they don’t set up the new teaching view of “teacher-group” interaction.