A Study On The Effect Of Open Class On Diagnostic Ability Of Senior High School Chemistry Young Teachers' Classroom Teaching

The diagnostic ability of senior high school chemistry teachers in classroom teaching means that in order to make chemistry teaching more suitable to the needs of learners and to realize the professional development of chemistry teachers themselves,the classroom activities of "teaching" and "learning" generated by teachers and students are taken as diagnostic objects.According to the chemistry classroom teaching actual use certain methods(observation,interview,test,etc.)have the differences,the pertinence,the timeliness to judge the value deviation of the object,to analyze the cause and to seek the solution to the process of the formation of a psychological quality.Open class is an important stage of young teachers' experience and growth,where teachers will try to change themselves,break through the self,get out of the usual thinking and behavior.They will analyze the teaching design in a more multi-angle and in-depth way,focus more on the classroom teaching practice,and reflect on the teaching effect more actively.The study on the effect of open class on diagnostic ability of senior high school chemistry young teachers is very beneficial for adjusting the preparation and implementation of open classes.So it can further improve the diagnostic ability.Therefore this study focuses on"What is the current status of diagnostic ability of senior high school chemistry young teachers' classroom teaching?" "Does open class have a significant influence on the diagnostic ability of senior high school chemistry teachers'classroom teaching?" "How to improve the diagnostic ability of senior high school chemistry teachers' classroom teaching through open class?"This research consists of six parts.The first part is a review of the research topics,including the background and significance of the research,research questions and assumptions,and research design.The second part is the literature review,explaining the young teachers,teaching diagnostic ability,classroom teaching diagnostic ability,diagnostic ability of senior high school chemistry teachers' classroom teaching open class and other core concepts.The third part is an investigation into the effect of open class on the diagnostic ability of senior high school chemistry young teachers' classroom teaching.This part describes the questionnaire design,sample design,and the reliability and validity of the questionnaire.It also describes descriptive statistics on the status of classroom chemistry teaching diagnostic ability of young chemistry teachers,and analyzes and explains differences in demographic variables.The fourth part is based on the open class teaching diagnosis ability promotion strategy of young chemistry teachers in classroom teaching.This part puts forward some strategies from three aspects of education departments,schools and teachers,and conducts action research with chemical groups guiding and writing classroom diagnosis notes to verify the effectiveness of the strategy.The fifth part studies the conclusion and the reflection,mainly discussing the conclusion,the innovation point and the deficiency.The conclusions of this paper are as follows:(1)Senior high school chemistry teachers pay more attention to the diagnosis of the interaction between students and teachers,but lack sensitivity and autonomy,and neglect teachers' self-diagnosis.Teachers lack the training and case guidance of diagnostic practice methods,and they can find problems in the diagnosis process,but the diagnosis is superficial.Influenced by traditional concepts,teachers pay more attention to the diagnosis of knowledge and ignore methods and targets.Although teachers value the diagnosis of teacher-student interaction,the diagnosis of the theory is rather weak due to lack of necessary guidance.(2)There are significant differences in the whole diagnostic ability of senior high school chemistry young teachers' classroom teaching and the dimensions of each level in whether to participate in open class,the number of open classes,the level of open classes,the instruction of chemical group,and the number of trial lectures.With the increase of the number of open classes,the level of teaching,the frequency of instruction and the number of lectures,the diagnostic ability of the patients is improved gradually.The two-way analysis of variance finds that the number of lectures has a relatively small impact on the diagnostic ability of classroom teaching,while the number of open classes,open class levels,and chemical group guidance have a more significant impact.(3)At the level of education,the following strategies are put forward:establishing the evaluation system of development open class and establishing professional listening and evaluation team;establishing a series of activities of young teachers with open class as the carrier;aimed at the development needs of young teachers establishing a professional learning community for young teachers,helping each other and communicating in time.From the school level,the following strategies are put forward:correctly understanding the positive role of open class and to improve the implementation plan of open class;strengthening cooperation with fraternal schools in different regions,and setting up a high level of other students' seminar;improving the classroom conditions and realizing the normalization of classroom teaching videos.The following strategies are proposed from the individual level of the teacher:actively participating in various open classes,and actively inviting the chemistry group teachers to guide and critique;true testing,open "true" open class;putting emphasis on teaching diagnosis theory and classroom practice to form personal diagnostic notes.(4)The two strategies,guided by the chemistry group and written in the personal classroom diagnostic notes,are conducted for the study of variables.Research found that chemical group guidance to the young high school chemistry teachers' classroom teaching diagnosis ability centralism manifests in the influence of the relationship between teachers and students and clinical teachers dimension,diagnosis notes and write a class mainly affect the medical students and clinical relationship between teachers and students.This study provides an idea for improving the diagnostic ability of senior high school chemistry young teachers' classroom teaching.However,the research tools need to be further improved,and the subjects need to be further expanded.