A Comparative Study Of Classroom Teaching Between High School Chemistry Proficient Teachers And Novice Teachers

In the context of the new curriculum reform,the society demands more and more professionalization of teachers,how to develop novice teachers into a proficient teacher is the focus of the current research on teacher professional development.At present,domestic scholars mainly make a comparative study on proficient teachers and novice teachers from the aspects of psychological characteristics,teaching behaviors,classroom questioning and teaching strategies,but there are few studies on the classroom teaching between proficient teachers and novice teachers.To promote the professional growth of novice teachers,the author uses text analysis,questionnaire survey and classroom observation method to compare high school chemistry proficient teachers and novice teachers from objectives?content?process?method of teaching and course evaluation?management,find out the differences of teaching and put forward teaching suggestions.Through the comparison,there are differences between the two :(1)In the basis for the establishment of teaching objectives and the implementation of objectives,proficient teachers compile teaching objectives according to curriculum standards,textbooks and their own teaching experience,and pay attention to the implementation of three-dimensional objectives in the classroom;Novice teachers mainly determine the teaching objectives by referring to teachers' books,and only pay attention to the implementation of knowledge objectives in teaching.(2)In terms of the analysis and organization of the teaching content,proficient teachers will make a comprehensive analysis of the teaching content,and timely adjust the teaching content in class based on students' mastery.(3)In the teaching process,proficient teachers' s imported materials and the way of importing are more innovative than novice teachers;After asking questions,the proficient teachers leave enough time for students to think,while the novice teachers leave less time for thinking;When processing exercise,the proficient teacher teaches the student to solve the problem the method,the novice teacher is "on the topic".(4)In the selection of teaching methods,proficient teachers can flexibly choose a variety of teaching methods;Novice teachers usually teach mainly by the method of lecturing and combination of lecturing and practicing.(5)In classroom evaluation,proficient teachers will make timely encouraging evaluation on students' classroom answers,while novice teachers rarely make timely evaluation on students' answers.(6)In classroom management,the classroom order of novice teachers is more chaotic than that of proficient teachers,and skilled teachers are more skilled than novice teachers in dealing with problems raised by students in class.The reasons for the above differences are summarized as follows :(1)novice teachers are not familiar with the teaching materials and do not have a deep understanding of the teaching content and learning situation,in the inability to link old and new knowledge and incomplete analysis of students' existing knowledge;(2)novice teachers are lack of professional knowledge,can't solve students' problems skillfilly;(3)novice teachers are lack experience,can't predict students' learning difficulties and arrange the teaching contents mechanically and the teaching method is single.In view of the above facts,the following Suggestions are put forward for novice teachers :(1)study the teaching materials,carefully design teaching.;(2)observe the teaching of experienced teachers.;(3)reflect on their own teaching;(4)participate teaching and research activities in school;(5)improve their professional knowledge system.