| Deep learning is an important way to promote the development of students’ core literacy,and effective teachers’ teaching behavior is the key to promote students’ core literacy on the ground.This study constructs a deep learning perspective high school chemistry teachers’ teaching behavior performance index system based on deep learning and system theory and conducts a case study in order to provide a certain theoretical and practical basis for improving the quality of high school chemistry teaching and promoting teachers’ professional development.This study contains two sub-studies.The first sub-study is to construct an index system of teaching behavior performance of high school chemistry teachers in the deep learning perspective.Firstly,by combining the deep learning teaching practice model and the existing research results on teaching behaviors through literature research and text analysis,the primary and secondary indicators were initially constructed and their connotations were explained;secondly,the performance levels of the secondary indicators were initially determined based on the system theory,deep learning theory and the existing research on the level of teaching behaviors;finally,the Delphi method was applied to the indicator system.Finally,we conducted two rounds of expert verification of the index system using the Delphi method,and revised and improved the index system based on statistical data and expert opinions,and finally determined six primary indicators including "the establishment and achievement of literacy-oriented learning goals" and 16 secondary indicators including "the establishment of learning goals".The second sub-study,the deep learning perspective,was conducted in the first sub-study.The second sub-study is the application of the performance index system of high school chemistry teachers’ teaching behavior in the deep learning perspective.First,we analyzed and sorted out the framework for observing the teaching behaviors of high school chemistry teachers through the literature research method;second,we combined the framework with the constructed performance index system to form a framework for observing the teaching behaviors of high school chemistry teachers in the deep learning perspective;finally,we used the observation framework and the constructed performance index system to analyze teaching cases and concluded from the case studies that the constructed performance index system could well Finally,we used the observation framework and the constructed performance index system to conduct a teaching case study,and concluded from the case study that the constructed performance index system can well diagnose the teaching behavior performance of teachers at different levels and can provide corresponding ideas and directions for teachers’ teaching behavior improvement.Through theoretical and applied research,it was found that the constructed performance index system can serve as both diagnostic criteria for diagnosing the level of teaching behaviors of high school chemistry teachers and development criteria for providing a basis for teachers to improve their teaching,enhance teaching quality,and promote their professional development. |
