A Comparative Study On The Dynamic Generation Of Chemistry Novice Teacher And Expert Teacher

With the wheel of the new curriculum reform progress,dynamic generation teaching attracts more and more attention.Because the dynamic generation teaching with uncertainty,open and real-time,so the dynamic generation teaching is the basic requirement of chemistry classroom teaching,it is an important way to promote effective teaching,but also embodies the concept of the new curriculum.In this paper,the classroom dynamic generation as the theme,the novice teachers and expert teachers in the classroom dynamic generation were compared and studied.This paper mainly includes the following parts:In the first part,the author explains the reason of the selected topic,and points out that the dynamic formation of the classroom is the basic requirement of the new curriculum concept,the need to promote effective teaching,and the need to promote the professional development of novice teachers.The second part is literature review.This paper summarizes the current situation of the research on classroom dynamic generation,and compares the differences between novice teachers and expert teachers.Through the study of previous research results,to develop their own research ideas,and then clear the direction of their research.The third part explains the purpose and method of this study.The fourth part is the theoretical basis of the study.This paper summarizes the connotation and characteristics of classroom dynamic generation.This paper selected several typical high dynamic generation,the five aspects of questions,experiment,explanation,discussion,writing on the blackboard,constructs a dynamic analysis model of the chemistry classroom generated,and established the specific observation index.In the fifth part,the author makes a detailed comparative study on the dynamic formation of novice teachers and expert teachers.This paper makes a comparative analysis of the differences between the novice teachers and expert teachers in the classroom.Through the research,it is found that expert teachers are more dynamic than novice teachers.Questioning and explaining the two dimensions are the main aspects of the dynamic formation of the classroom;classroom dynamic generation isthe conscious behavior of the expert teachers,but classroom dynamic formation is unconscious behavior for novice teachers.In addition,in-depth interviews were conducted to explore the awareness and position of the teachers in the classroom.The sixth part,according to the results of the study,draw the conclusion.At the same time,reflect the shortcomings of the paper and point out the necessity of further research.