Research On The Teaching Behavior Of Teachers And Students In High School Chemistry Exploratory Experimental Classroom

Chemistry is a natural science based on experiments,so it is required that chemistry teachers must pay attention to the teaching of chemical experiments.With the continuous progress of educational reform,exploratory experimental teaching is placed in a more important position.“The New Chemistry Curriculum Standards for Senior High Schools”(2017)is regarded as one of the core quality of chemistry disciplines,and “chemical science and experimental inquiry” is taken as one of the themes in the curriculum structure,which further clarifies the important position of experimental inquiry.However,in the actual teaching process,there are many problems in experimental teaching,leading to the teaching function of experimental inquiry can not be effectively played,resulting in poor teaching effect,especially the lack of scientific inquiry and innovation consciousness,evidential reasoning and model cognition two disciplines core literacy.Therefore,the development of students’ core quality through experimental teaching has become the short board of current middle school chemistry teaching.Study of teachers’ and students’ teaching behavior can effectively help chemistry teachers consciously develop and control their own classroom learning behavior,according to the analysis result of high school chemistry zetetic experiment teaching in teachers’ learning behavior,this thesis presents would help the teacher to set up a clear teaching target and improve their ability of organization,using the proper teaching methods and strategies,so as to improve the effect of classroom teaching,achieve the goal to promote the students’ core accomplishment.First of all,this study takes the field visit and adopts the form of questionnaire to understand the current situation of high school chemistry experiment teaching,so as to determine the research content.Secondly,through literature review,select classroom interactive analysis system,chemistry classroom and information technology interactive analysis coding system(CCITIAS),and then draw up the research route of this study.Preparation work is completed,according to the choice of the research subject,research content and characteristics based on the chemical disciplines,with the help of CCITIAS research subject to study the teaching behavior of teachers,through to the teachers’ language,students’ language,silence,multimedia technology and chemical experiment 5kinds of behavior encoded in statistical analysis and data processing and the teaching goal and process experiment exploring factor analysis,it is concluded that the role of the experimental process,under the guidance of teachers find the problem.According to the analysis results,suggestions for improving teachers’ guiding behavior in exploratory experimental teaching of high school chemistry are put forward in order to improve teachers’ professional quality and effectively promote the enhancement of students’ core quality of chemistry.Through the above research process,the following research results are obtained: 1.Through field visits and questionnaires,the author has a relatively comprehensive understanding of the current situation of chemistry experiment teaching in Zhangjiakou,which lays a foundation for the determination of research direction and methods in the later period.2.Through the study of the teaching behavior of teachers and students in the six experimental teaching classrooms of the same teaching content,“The Nature of Sodium carbonate and sodium bicarbonate”,the advantages and disadvantages of each teacher in experimental inquiry teaching is analyzed in this thesis.According to the results of the analysis,some effective suggestions for improving the guiding behavior of teachers in high school chemical inquiry experimental teaching is put forward.