Research On The Status And Countermeaeures Of High School Chemistry Teaehers’ Evaluating Behavior

Since 2001, the elementary education curriculum reform across the country in succession. For more than ten years, with the deepening of new curriculum reform, classroom teaching has changed significantly. Under the influence of the new curriculum idea, teachers pay more attention to the classroom teaching of interaction and communication between teachers and students, and the classroom quiz is become important in classroom teaching activities. Especially in the high quality class, the teacher emphasizes the interaction between teachers and students, a lot of questions exist in the classroom. In the face of the students answer, the teacher should give the right answer, so as to promote the development of students.Teachers’evaluating behavior, is teacher’s feedback and evaluation after students answer the questions. Although it is just a small part of the question and answer activity, but plays an important role in the question and answer activity. In high school chemistry high-quality class, there are a lot of questions and answer, the teachers’ evaluating behavior exactly is what kind of situation? Teachers can adopt appropriate and reasonable evaluating behavior to promote the further development of the students? What are the problems the current teachers manage? How to optimize? This study will be an investigation for the confusion and problems.This study selected 2014 national high school chemistry high quality courses, and in 2015 in hubei province quality class a total of 22 classes as the research sample. Use of "high school chemistry teachers’ evaluating behavior observation scales " of teaching video to observe and record again and again. And the question and answer activity fragments was transcribed, clarify the current high school chemistry high quality class teacher answer the present situation of the classroom.Studies have found that high school chemistry high-quality class teachers classroom principle status answer is the following:Teachers’evaluating behaviors are way of diversity, but uneven distribution; Teachers’evaluating are frequently, but the quality is not ideal, there is inefficient to praise, mechanical repetition frequency, a single language, a lack of emotional investment, manage a no pertinence and so on; Positive answer is given priority to, but the increase is not obvious; Stressing the cultivation of thinking, but not comprehensive development; Multiple answer with, but language programming; Teachers can universal attention, but the difference is obvious.For the existing problems in high school chemistry high high-quality courses, proposed the teacher in the classroom pay attention to the following several principles: timing principle, the principle of appropriateness, pertinence and developmental principles.In addition, in order to further improve the level of high school chemistry teacher manage a class, puts forward some Suggestions for optimization. First of all, teachers should improve the consciousness for a, completes the preset before class. Secondly, to actively participate in a practice, exercise a skill, in the classroom teaching to improve manage a ability; Strive to do, a type of equalization, a form of diversification, a language enrichment, nonverbal on a permanent basis, thorough answer inquiry. Third, we must attach importance to reflection, to promotion after class. In addition, teachers can form the research team, rely on the collective strength to promote the development of the individual, improve the quality of teacher’s evaluating behavior. Of course, the department of education should take their responsibilities,pay more attention to teacher’s evaluating behavior and strengthen the teacher training, promote the professional development of teachers.