Research On Classroom Teaching Behavior Of High School Chemistry Teachers From The Perspective Of Core Literacy

In 2016,the China Student Development Core Literacy Research Results Conference was held,followed by the official publication of the General High School Chemistry Curriculum Standards(2017 Edition),which condensed the core literacies of chemistry and focused the development of students’ core literacies in chemistry into their learning in the classroom.Then one of the new directions of professional development for teachers in China is how to implement the development of students’ core literacy in the subject,and education in ethnic areas has received attention from a wide range of scholars;therefore,analysing the current situation of teaching behaviours of high school chemistry teachers in ethnic secondary schools that reflect the development of students’ core literacy in the classroom will help teachers to better develop students’ core literacy in the subject of chemistry.This paper reviews the literature and compares the current status of research on core literacy in chemistry and teachers’ classroom teaching behaviour at home and abroad,and on this basis,constructs and improves the "Observation Scale for Teachers’ Classroom Teaching Behaviour Based on Core Literacy in Chemistry".The data collected were then observed in the classroom,and based on the classroom observations,statistical and level judgements were made on the teaching behaviours that reflected the externalisation of the development of students’ core literacy in chemistry,and the data collected were processed and analysed.Based on these analyses,the current situation of the teaching behaviours of high school chemistry teachers who embody developing students’ core literacy in the subject of chemistry in some ethnic secondary schools in Qinghai Province was understood.The results of the study show that: 1.the overall level of teaching behaviours of high school chemistry teachers in ethnic secondary schools in Qinghai Province that reflect the development of students’ core literacy in chemistry is at a passing level;2.the most common specific teaching behaviours adopted by teachers in developing students’ core literacy in chemistry are verbal presentation behaviours,question-and-answer behaviours and textual presentation behaviours,followed by positive classroom interaction,and the least common specific teaching behaviour is discussion behaviours;3.When analysing the levels of teachers’ teaching behaviours that reflect the development of the five dimensions of students’ core literacy,"Evidence-based reasoning and modeling cognition","Scientific inquiry and sense of innovation","Concepts of change and balanced thinking " 4.When analysing the examples of different themes,teachers were able to develop students’ core literacies through their teaching behaviours based on the content of their lessons.Among them,the teachers of the conceptual principles category were qualified in developing students’ core literacy through their teaching behaviours,while the inorganic and organic compounds categories were unqualified.Based on the findings,the following recommendations are made: 1)further strengthen teachers’ understanding of the core literacy of chemistry;2)give full play to students’ initiative in the classroom;3)emphasise the development of students’ "scientific attitudes and social responsibility";4)select and optimise the combination of teaching behaviours according to the teaching content.