A Comparative Study Of Chemistry Experiment Teaching Ability Between Novice Teachers And Expert Teachers

Chemistry is a subject based on experiment.Chemistry experiments are helpful to arouse students’ interest in learning chemistry,The chemistry teachers are performers of designing vivid teaching situations to help students understand and master chemistry knowledge and skills,to cultivate students’ scientific spirit and practical innovation ability.It is one of the most urgent tasks to rapidly and effectively improve the experiment teaching ability of chemistry teachers.Based on the theme of "the ability of chemical experiment teaching",this paper explores the latent factors of experimental teaching ability and returns to the research idea of experimental teaching ability from the perspective of experimental teaching behavior.After analyzing from seven dimensions,of novice teachers and expert teachers in "teaching presentation behavior","driving and promoting behavior","teaching controlling behavior","presentation behavior","action response","communication reaction","thinking and analyzing reaction",it is found that:the experiment teaching behavior of the expert teachers are advanced,the behavior distribution is reasonable,it can influence the students’ effective active reaction behavior,it is benefit to the student to carry on the constructional study,the learning effect is very good;On the contrary,the influence of new-hand teachers’ experimental teaching behavior is just the opposite.In chemistry experiment teaching,expert teachers have advanced experimental teaching ideas,are good at using various experimental teaching methods and constructive learning models,have strong ability of organization,regulation and operation.These latent factors indicate that the experimental teaching ability of expert teachers is very high.While,novice teachers have no good ideas about experimental teaching,are weak in making use of experimental teaching methods,like to use teaching-acceptance teaching mode,and have no strong ability of organization,regulation and operation.These latent factors indicate that the experimental teaching ability of novice teachers is low.In combination with the interviews,it further confirms the differences of their experimental teaching ability,and provides suggestions for the novice teachers’ experimental teaching.This paper consists of the following six parts:Part I:The background and significance of the topic are expounded.It is pointed out that achieving the goal of the new curriculum,accelerating the growth of novice teachers and improving the teaching effect of chemistry experiment in middle school all call for the ability of teaching by chemistry experiment.Part II:Literature review.Including the summary of comparison between novice teachers and expert teachers made by domestic and foreign scholars and the chemistry experiment teaching ability research summary.Part III:The purpose,task and method of the research.Part 4th:The theoretical conception of the research.The main purpose of this paper is to build a model of chemistry experiment teaching ability.Part 5th:The specific comparison of teaching ability between novice teachers and expert teachers.This paper analyze the above differences and further confirmby interviewsthereasons for differences in experimental teaching ability.Part 6th:Conclusion and prospect.According to theresults of the study,conclusions are drawn,reference suggestions are given,the deficiency of the research and the necessity of further study are pointed out.