Research On The Characteristics Of High School Chemistry Teachers' Model Teaching Behavior In High Quality Class

With the new round of curriculum reform,cultivating students' core literacy has become an important goal in the field of science education.Model cognition is the thinking core of the five kinds of core literacy of chemistry,and teachers' model teaching behavior is an important way to cultivate students' model cognitive literacy.However,the research of domestic scholars on chemical model mainly focuses on the definition and classification of chemical model,the investigation of mental model and modeling ability,and the discussion and analysis of model teaching pattern,principle and significance.The research on the observation and evaluation of teacher's model teaching behavior is relatively lacking.At the same time,the model teaching awareness of middle school chemistry teachers needs to be improved as a whole.Systematic observation and evaluation research on the model teaching behavior of excellent teachers will help teachers to understand the model teaching from a more scientific and rich perspective.Therefore,this paper develops a specific observation tool for chemical model teaching behavior,observes and evaluates the model teaching behavior in high-quality chemistry courses of different award grades,extracts the teaching behavior characteristics of teachers in different types of chemical models,and expects to provide new ideas for the scientific and systematic implementation of chemical model teaching.The research questions in this study are as follows:(1)How to evaluate the behavior of chemistry teacher in model teaching scientifically?(2)What are the differences in the composition and level of the model teaching behavior elements among the teachers of different award-winning quality classes?(3)What are the differences in the teaching behaviors of different types of chemical models?(4)What are the behavioral differences between expert teachers and ordinary teachers when conducting the same thematic model teaching?Through the literature research on model teaching,a classroom observation scale for evaluating model teaching behavior of chemistry teachers is preliminarily constructed from four dimensions,"model construction","model evaluation","model correction" and"model application".In order to ensure the validity of the research tool,the author consulted four experts in chemical education and revised the scale according to their opinions.Besides,in order to ensure the reliability of the research tool,two researchers in chemical education were invited to test some selected samples,and the results showed that the reliability and validity of the tool were good.On sample selection,the study takes the case of video course recorded in the activity of "one teacher one excellent course" carried out by the General Office of the Ministry of Education in 2017 as the object of study.Different types of models and different levels of awards(ministry excellent course and municipal excellent course)were taken as research variables.and ten lessons were selected as research samples.Then,the number and level of model teaching behavior of teachers in 10 classes were analyzed by using the classroom observation scale of model teaching behavior of chemistry teachers.In order to study the characteristics of the open class,the same course of a expert teacher,a experiential teacher and a novice teacher are selected to conduct a case study comparison.And the last part is the summary and suggestionsThe conclusions of this study are as follows:(1)Compared with the municipal excellent course,the quantity of "modeling situation","model establishment","evaluation external consistency","evaluation internal consistency" and "model development" of the teachers in the ministry excellent course were significantly more than that in the municipal excellent course.In terms of the level of model teaching behavior,the ministerial excellent course is generally higher than the municipal excellent course,indicating that the improvement of teachers' model teaching behavior level will be conducive to the achievement of high-level courses.(2)Different types of model teaching course reflect different characteristics.In the teaching of symbolic models,teachers pay more attention to students' mastery of writing rules of the model,and their evaluation and modification behaviors are more frequent;In the teaching of diagrams and tables,mastering the element relationship is the key point of model teaching,teachers usually revise the element relationship for many times;.In the teaching of concept-process models,as it involves the development and transformation of multiple concepts,teachers often analyze the limitations of the original model through the creation of multiple scenarios,and then establish the existing scientific model through multiple revisions;Scale model is usually not the point of teaching,as an auxiliary model,it shows fewer model teaching behavior;The theoretical model is abstract,and the description and representational behavior of teachers are more.(3)On the comparison of expert teacher,experiential teacher and novice teacherr,the number of model teaching behavior elements of expert teacher is more than that of experiential teacher and novice teacher,which shows that expert teacher pay more attention to model teaching from the perspective of modeling.In terms of model teaching behavior level,expert teachers are generally higher than experiential teacher,and experiential teacher are generally higher than novice teacher,indicating that the level of teacher model teaching behavior will be improved with the increase of teaching age.Compared with novice and experiential teachers,the scenarios used by expert are more abundant and the correlation between scenarios and models is higher.Besides,the expert teachers pay more attention to the design of process model,provide new evidence to modify the model,and attach importance to students' evidence reasoning ability.what's more,the expert teacher attaches more importance to the development of models and promotes the improvement of students' model transfer ability.The research suggestions put forward in this study are as follows:About how should teachers carry out the practice of model teaching,combined with the results of this study,we believes that teachers should pay attention to the following four aspects when conducting model teaching:(1)Pay attention to the creation of a certain logical relationship elements of the teaching situation,to provide starting point for building models.(2)Construct process models,pay attention to the evaluation and correction of the model.(3)Emphasize model scheduling,pay attention to let students develop higher-order model cognition in brand new scenarios.(4)Increase student's participation behavior in model evaluation and correction,and use open inquiry activities to promote students' active participation in construction.