Observation And Analysis Of Teaching Behavior Of High School Chemistry Teachers Under The Perspective Of Subject Core Literacy

With the release of chemistry Curriculum Standards for General High Schools(2017 edition),how to cultivate students’ core quality of chemistry has become an important topic.Chemistry classroom is undoubtedly the main place for the implementation of core literacy.The interaction between teachers,students and teaching content in the classroom is an important factor affecting the development of students’ subject core literacy.In order to realize the teaching implementation of the core quality of the subject,what kind of teaching strategies do the chemistry teachers adopt as the leading classroom,what characteristics do the external teaching behavior will reflect,and their common characteristics available for reference have practical application value.Therefore,the research of teachers’ teaching behavior based on core literacy has become a necessary part of the chemistry teaching research under the guidance of the new curriculum standard.In order to understand the implementation of core chemistry literacy by senior high school chemistry teachers in chemistry classroom,connect the relationship between core literacy and classroom teaching,implement students’ core literacy,enrich the theoretical system and method of classroom teaching behavior analysis and evaluation,and provide reference for the research of chemistry education.This paper studies the quantitative and qualitative combination of teachers’ teaching behavior.The research content and research conclusions are as follows:First,it expounds the reasons for the topic selection,reviews relevant literature,sorts out the research status at home and abroad,introduces the research content,research methods and basic research route,and introduces the relevant concepts and theories of "core literacy","teacher behavior" and "classroom observation".Second,by interpreting the new curriculum standard,the literacy level analysis of "hydrolysis of salt".On this basis,Yan Menggang and Liu Min established based on LICC classroom observation mode with the Theory framework of Chemistry Core Quality Teaching Behavior constructed by Wang Quan and Wang Lei to construct the Classroom Teaching Behavior Observation Scale Based on Chemistry Core Quality.Thirdly,this paper takes a comprehensive approach of both quantitative analysis and qualitative analysis.Through classroom observation,the scale was applied in practice,the time proportion of each teacher behavior category of the selected cases was quantitatively analyzed,and the qualitative analysis was made from the aspects of course content arrangement and experiment design.Fourth,the research results find that various types of teaching behaviors can be involved in the classroom.Teachers prefer to explain the behavior,which occupies the most time.Teachers have a good sense of hierarchy of questions,which effectively promotes the classroom process and can promote the development of students’ core literacy.From the qualitative point of view,teachers have created the situation of "preparing iron yellow",the main line of knowledge runs through,in the experimental design,the level of scientific inquiry literacy step by step.Fifth,according to the observation results,six points of "salt hydrolysis" teaching suggestions are put forward,which is conducive to teachers’ learning from it.This paper enriches the theoretical system and methods of classroom teaching behavior analysis and evaluation,provides method reference for related research,provides high school chemistry teachers with "salt hydrolysis" examples,improves the efficiency and quality of "salt hydrolysis" classroom teaching,and promotes the professional development of teachers.