A Case Study On The Classroom Teaching Trait Of Mature Stage Chemistry Teachers In High School

Teaching traits are important characteristics that the teacher displays in the classroom teaching activity,and are also the fundamentals of teachers? classroom teaching efficieness.Therefore,the study of chemistry teachers? teaching traits should start from classroom teaching activities and be based on concrete chemistry teaching contents.Mature stage teachers are the backbone of school teachers and the main force to promote the development of curriculum reform.Paying attention to their teaching traits can not only promote the sustainable development of mature stage teachers,but also play an important significance for accelerating the construction of teaching staff.Using the methods of classroom observation,video analysis,follow-up interviews and so on,this study focuses on the teaching of the typical class of "Material Structure and Properties" of two mature stage chemistry teachers in high school under the new curriculum reform environment.This paper makes a detailed case analysis of the classroom teaching behavior,teaching knowledge schema and teaching logic,and summarizes the classroom teaching traits of mature high school chemistry teachers.(1)The teaching behavior characteristics of mature stage chemistry teachers in high school are as follow: being good at questioning and summarizing,using traditional teaching methods reasonably,organizing cooperative learning effectively and coping with generative problems calmly.However,the frequency of questioning is higher,the questions of high cognitive level are less,the effective feedback is less,and the modern educational techniques are less used.(2)The teaching knowledge schemata characteristics of mature stage chemistry teachers in high school are as follow: they have rich knowledge chunks,which are good at extending schema vertically and horizontally,and pay attention to the scientific methods contained in the analysis.However,the understanding of the theory of the content of the textbook is not deep enough,and the understanding of the frontier of the subject is lacking.(3)The teaching logic characteristics of mature stage chemistry teachers in high school are as follow: pay attention to the systematic reorganization of textbooks,optimizing teaching from different levels,developing students' thinking ability,and pursuing the coordination of three-dimensional logic.However,the theoretical knowledge of education and teaching is relatively weak;and the ability of education and scientific research is relatively low.Based on the above empirical research,this paper puts forward four rationalization suggestions for the professional development of mature stage chemistry teachers in high school:(1)to improve the understanding of chemistry subjects and the effectiveness of classroom questioning;(2)to improve the ability of information-based teaching and promote the development of education modernization;(3)to pay attention to the frontier knowledge of subjects and broaden the horizon of teaching;(4)to enhance the literacy of educational theory and promote the integration of theory and practice.