Teaching Behavior Characteristics Research For The Core Concepts Of High Quality "Ion Reaction" Subject Course

To achieve a high-efficient chemistry class,it is necessary to study the teaching behaviors from different aspects of chemistry classroom's teaching structure and find out the relevant rules.Numerous studies and practices have shown that a high-quality classroom is more effective in teaching.Based on the CPUP chemistry classroom structural model,which was proposed by Prof.Zheng Changlong's research group of Northeast Normal University,this paper systematically studies the teaching behaviors of Plate Teaching System by analyzing the three core concepts including “electrolyte”,“ionization” and “ionic reaction” appeared in the 6 special classes about “ionic reaction”.All the selected classes are regional or national high-quality courses from “Observe and Emulate the Achievements of Senior High School Chemistry New Curriculum Reform Activities”,which are highly representative and have great reference significance of the teaching practice for the first-line teachers,especially the novice teachers.There are mainly four parts in this research as follows: introduction part,introduces the origin,the research significance and the purpose of the research questions and explains the theoretical basis,the definitions of concepts and the literature review;the research method part,which is mainly about the research object,the research idea and the research method,as well as the analysis on the curriculum and textbook of “ironic reaction” classes;the research body part,which fully presents the analysis of the teaching behavior features of the three core conceptual Plate Teaching System of each class;the conclusion part,which,based on the horizontal comparison of the results,summarizes the features and the rules of the teaching behaviors in the core conceptual teaching plates of high-quality “ironic reaction” classes,and proposed some related recommendations as well.According to this research,it is found that the teaching activities of the three core conceptual plates were mainly around teacher-oriented teaching behaviors,and the frequency and time of the teaching behavior chain(B,C-type chain)with students' high participation are significantly higher than those of the teaching behavior chain with students' low participation,in the classroom participation is higher;in the 7 subclasses of teaching behavior-pairs,the teacher's “control” is with the lowest proportion,and the students have more chances to self-construct the learning content.Based on the results about the research on teaching behavior features,the author propose some teaching suggestions,hoping to communicate with experts and teachers.