A Comparative Study Of Classroom Teaching Behaviors Of Between Novice And Expert Teachers In Senior High School Chemistry

With the reform of the new round of basic education curriculum,more and more people pay attention to the professional development of teachers,and teachers' classroom teaching behavior is the core of teacher professional development,because classroom teaching behavior is related to teaching effect and quality,In the classroom teaching,expert teachers not only has solid basic ability,but also have high-quality and efficient teaching behavior.Therefore,it is of great significance to study the connotation and overall characteristics of the expert teacher's classroom behavior in promoting the professionalization of teachers.This paper explores the differences in classroom behavior between novice and expert teachers,and by means of observation,measurement and comparison,.It conducts empirical research around the behaviors of two types of teachers,with a view to guiding the professional development of novice teachers,and At the same time,it provides valuable information for the study of chemistry classroom teaching behavior.The research results show that novice teachers and expert teachers have obvious differences in the aspects of classroom transition,situational material selection and teaching reflection.First,the transitional connection behavior: Through questionnaires and classroom observations,it is found that expert teachers are good at using targeted questions,scenario introduction,proper placement,and pre-class lectures to make the whole classroom teaching smooth and natural.and make students receive learning systematically;the transitional form of novice teachers is relatively simple,and the connection between interlanguage and knowledge is not strong,mainly relying on direct transition.Second,the situation material selection: through the interviews of two types of teachers,it is analyzed that expert teachers and novice teachers have obvious differences in the types and presentation angles of materials used due to different levels of professional knowledge and experience.Third,teaching reflection: Through interviews and analysis of the teaching logs of the two types of teachers,the expert teachers are rich in reflection and the sensitivity of education is strong.Most of them take students as the main body to maximize the development of students' thinking and promote students.Knowledge is transformed into ability;novice teachers have fewer reflective forms and reflective content,and most reflect on the transfer of knowledge and the acceptability of students.The work done in this study is as follows:(1)Through the high school chemistry classroom recording as the research content,using questionnaires,interviews and other methods to analyze the differences between the novice teachers and the expert teachers in the transitional connection behavior and the situational materials;(2)through the teachers The teaching reflection log is the research content,and analyzes the differences between the two types of teachers in reflective behavior;(3)through the interview method,the expert teachers give our novice teachers valuable experience and suggestions.