Video Analysis Of High School Chemistry Classroom Teaching From The Perspective Of Deep Teaching

"Core Literacy ",as a hot word of the times in the field of education,has been paid attention to by various disciplines.Cultivating core literacy has become a hot spot in chemistry education,and realizing the transformation of chemical core literacy needs deep teaching.So,what is deep teaching? What kind of deep chemistry teaching in middle school? First-line teachers how to judge,from what angle to judge whether their teaching belongs to the common "indoctrination" teaching(shallow teaching)or tend to deep teaching,and from what aspects should start to improve their teaching,promote their own professional development,make their own teaching to the depth,so as to cultivate students' core literacy in chemistry.At present,there are few research on the evaluation,feedback and reflection of teachers based on the in-depth teaching concept,and few research in chemistry.Teacher's teaching experience mainly comes from the classroom,each class is composed of classroom teaching behavior,it is necessary to build based on deep teaching concept of classroom teaching teachers and student interaction as a reference to judge classroom teaching tendency to depth or shallow of middle school classroom teaching depth analysis system,analyze the depth of classroom teaching and the specific performance in teaching behavior.Based on the reflective development theory,humanistic theory and constructionist theory,the core literacy and related concepts,explaining the connotation of in-depth teaching,knowledge view,teacher view,student view,practical value and realization strategy,based on this and combining with other researchers' research on deep teaching and shallow teaching,the difference between deep teaching and shallow teaching is compared from five dimensions: teaching purpose,teacher role,student role,teaching method and teaching content,this helps to increase our awareness of in-depth teaching;This study also combined with a number of domestic researchers on the connotation of chemistry,value,the realization of the value of chemical education and other aspects of the way to achieve the difference between the middle school chemistry deep teaching and middle school chemistry shallow teaching,and answered the question of what is the middle school chemistry deep teaching.And then,based on the method of encoding and analyzing the interaction behavior of teachers and students in the classroom by using video analysis tools,this study constructed a "deep tendency analysis system of chemistry classroom teaching in middle school" with Nvivo12 as video analysis tool,four dimensions of deep chemistry teaching in middle school except teaching purpose as analysis angle and teacher-student interaction behavior ratio as analysis variable.This study adopted the case analysis method to compares four quality courses and four normal classes according to the operating methods described above.It is concluded that the high-quality course tends deep on the whole and the normal course on the whole,and deepens the classroom and promote the teaching transformation of core literacy of chemistry from three aspects: the adoption of specific classroom teaching behavior,the premise of teaching concept transformation and the method of reflection and research.