A Case Comparative Study On Assessment Of Element Compounds Teaching Performance Between Novice And Proficient Chemistry Teachers In Senior High School

With the new reform of curriculums for elementary education in China implemented,it is imminent to train high-quality elementary education teachers.Improving teachers' classroom teaching competence and promoting professional development of teachers is the basic solution to implement the education idea of the new curriculum standard.How to evaluate teachers' teaching competence scientifically will become a hot spot in education science research in the future.Due to the implicitness and complexity of teachers' teaching competence,it's inconvenient to observe and evaluate directly.Consequently,researchers at home and abroad change the approach to observe and evaluate classroom teaching performance which is the external expression of teachers' teaching competence.The classroom teaching performance reflects the teacher's teaching competence objectively.It provides a new perspective to investigate into the assessment of teachers' teaching competence.This study is based on the development of the research production of professor Zheng Changlong's research group.The evaluation tool is the evaluation scale of teacher's performance developed by Dr Jialin Sun.In this case,the study subjects are novice chemistry teacher Z and proficient chemistry teacher W working in a key senior high school in Changchun,Jilin Province.The research methods adopted include: classroom observation,interview,case interview and quantitative analysis.This study aims to investigate the differences in teaching performance from the perspectives of “what to teach” and “how to teach” on the subject of element compounds,as well as the reasons behind,and put forward suggestions to promote the teachers' professional development.The conclusion of this study is drawn from the comparative analysis results of this case.From an overall perspective,the proficient teacher W's teaching performance on the element compound is better than that of the novice teacher Z.It was found that the teaching performance of the novice teacher Z was significantly different from that of the teacher W in these six observation items: the logic of teaching content,the choice of understanding perspective,the summary of understanding idea,the use of cognitive methods,the quality of asking questions and the creation of teaching situation.The main factors that make the difference are the degree of subject understanding and the adequacy of teaching strategy choosing.Based on the case study,the author puts forward suggestions for improving the classroom teaching performance of novice teachers,which is of great significance for the improvement of classroom teaching competence of the front-line teachers,especially the novice teachers.