A Comparative Study Of Teachers' Teaching Behaviors In The Teaching Of Chemical Facts And Chemical Theories

At present,the knowledge structure in the teaching theory is very rich,but it seems to be singular in the classroom teaching,and the teaching theory research has less attention to the practical practice in the classroom.Therefore,comparing the teaching behaviors used by experienced teachers in different types of chemical knowledge teaching,and summarizing their teaching behavior characteristics,is of great value to improve teachers' classroom teaching behavior,improve teachers' teaching wit,and enrich classroom knowledge structure.Therefore,when based on Professor Liang Yongping's "basic learning activitiesfor different types of chemical content",this paper selected two kinds of instructional contents,which is chemical facts and chemical theory.And the "Chemical Classroom instructional CPUP Structure Model" constructed by Professor Zheng Changlong is used.The characteristics of teaching behaviors adopted by the two experiential teachers in the same type of chemical knowledge teaching are summarized and summarized,and the characteristics of teaching behavior are summarized.This study verifies the theory of Professor Liang Yongping quantitatively with empirical facts,and also perfects and supplements this theory.This paper compares the time spent on instructional behaviors pairs and instructional behaviors class in the two lessons of A teacher's "Exploration of the Nature of Ammonia" and B Teacher's "Ammonia Nitric Acid and Sulfate Acid",and compares the analysis of the characteristics of teaching behavior in the teaching of chemical facts.The teaching of chemical facts has to go through three stages.In the first stage,the teacher creates a situation through “experimental display”,“text display”,“picture display” or “presentation” material,allowing students to observe and feel the facts of matter and its transformation and to experience the close contact between chemistry and human production and life.In the secondstage,the students describe the specific substances and their transformations through the“communication class” teaching behavior,and then analyze and explain them.The teacher makes supplementary “explanation” to the students who do not describe the accurate or complete phenomenon.In the third stage,the teacher uses the chemical symbols to express the connection and transformation between the materials through the “board book display”,and constructs a clear knowledge system framework for the transformation between specific substances to improve the instructional effect.And this paper compares the time spent on instructional behaviors pairs and instructional behaviors class in the two lessons of A teacher's "Primary battery" and B Teacher's "Cell",and compares the analysis of the characteristics of instructional behavior in the teaching of chemical theories.The teaching of chemical theories has to go through three stages.In the first stage,teachers should “experimentally display” facts or laws,“place tasks” and “propose questions” to students,give students full “independent thinking” time to construct the theory,and pass the perfect theory through “picture display”.The form is concretely presented from the microscopic perspective.In the second stage,the students use the constructed theory to interpret and “communicate” the relevant facts or laws,and the teacher conducts“communication guidance” and “evaluation promotion”.Supplementary “summary lectures”on students' failure to report accurate or complete theories and the relevant facts or rules that are not accurately explained by the constructed theories,so that students' understanding is more standardized,clearer and deeper.In the third stage,students The theory is expressed by chemical symbols through “hand writing”,which makes the abstract theory more visual and visual.According to the above research conclusions,the following suggestions are made.The complex system of classroom instructional behavior is the fusion of "order" and "disorder".The orderly description shows that teachers can be effective according to the basic instructional methods and instructional behavior characteristics of chemistry instructional content types.The teaching is carried out in the field,and the disorder indicates that the teacher needs to flexibly adjust the instructional behavior according to the specific situation.Therefore,the emphasis on the "order" and "disorder" of the classroom instructional behavioris the correct value orientation of the classroom teaching.