Action Research On Correcting High School Chemical Teaching Fault

This paper, from the perspective of classroom teaching behaviors, choose novice teachers, skilled teachers and experts in a key high school of Linfen City as the research subject, which mainly adopts the methods of literature resear ch, classroom obser vation, inter views to study the three teachers' verbal presentation behaviors, text presentation behavior s and question-answer behaviors. This study shows that novice teachers, skilled teachers and experts in senior high school have differences in ter ms of verbal presentation behaviors, text presentation behaviors and question-answer behaviors.For the way of leading verbal presentation behaviors: novice teachers, according to their own education theor y knowledge, take a variety of leading way; skilled teachers, according to their own behaviors habits, mainly adopt revision leading way; expert teachers, according to the teaching characteristics of knowledge, arrange a variety of different ways to lead-in. For the way of leading verbal content, compared with the novice teachers and skilled teachers, expert teachers pay more attention to the causal relationship of knowledge content. For the way of explaining verbal presentation behaviors: the novice teachers' rich teaching theoretical knowledge is difficult to put into practice, for example, when the teaching content is difficult, the novice teacher s' teaching methods cannot display. The skilled teachers' teaching content is rich, comprehensive, and the teaching rhythm is faster. Expert teachers can provide abundant perceptual materials and example associated with teaching content and their class effect is clear and contagious. In the text presentation behavior s, the novice teachers' blackboard writing is more, which takes much more time. The blackboard writing content and the time spent of expert teachers and skilled teachers are relatively less. The question-answer behaviors of novice teachers are simple, which is embodied in: less questions, types of questions and questioning methods are single, selected questions is of little difficulty. The skilled teachers put more questions, and the types of questions are many, but the feedback is single. Exper t teacher s' question-answer behaviors are based on the master degree and the understanding ability of students, and whether the asking way or the types of questions or the question-answer situation are rich. As for the problems of novice teachers and the skilled teachers above, the author puts forward the following suggestions: 1. To obser ve more exper t teachers' classroom teaching before class; 2. To strengthen the attention on students in the training of teaching; 3. To improve teaching behavior ability through the theor y of teaching reflection; 4. The schools should provide novice and skilled teachers with a good external condition.The author hopes that this research can provide a research basis for teachers' teaching behavior choice, senior high school biology teachers' training in higher institutions, and the novice and skilled teachers ' in-service training.