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High school chemistry students proficient teachers and teacher Comparative Study of the teaching process

Author: ShenNi
Tutor: ZhouQing
School: Shaanxi Normal University
Course: Curriculum and Pedagogy
Keywords: Instructional Design Teaching behavior Teaching Strategies Chemistry Teacher
CLC: G633.8
Type: Master's thesis
Year: 2011
Downloads: 173
Quote: 0
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Abstract


With the social development and the implementation of the reform of basic education, more and more people began to focus teachers' professional development. Professional development of teachers is a teacher in the professional ideology, professional knowledge, professional skills, such as continuous improvement process. Affect teachers' professional development by many factors, including the teaching process for the professional development of teachers have a crucial role. Teaching process can reflect and teachers' ideas, knowledge and ability level. Studies teachers can understand the process of teachers teaching in the deep-seated causes, so effective interventions to promote the professional development of teachers, so the research process for teachers effectively enhance the professional level of teachers is particularly important. This paper mainly uses classroom observation, video analysis, and case analysis proficient teachers in high school chemistry and chemistry teaching process of normal students to study, from instructional design, teaching behavior and teaching strategies to face the tripartite analysis of the teaching process. The results showed that: high school chemistry and chemistry proficient teachers of teacher born in instructional design, teaching behavior and teaching strategies there are significant differences. Instructional Design: the proficient teachers and teacher born in the right classroom understanding of the structure, in the teaching objectives, teaching important difficulties, teaching evaluation, blackboard design, teaching reflection of understanding has significant differences; in the teaching process of each element awareness, proficient teachers and teacher born in the teaching heavy and difficult to accurately grasp the process of teaching and teaching content, teaching methods, blackboard design, whether based entirely on students' prior knowledge of cognitive reserve on both levels and there are significant differences . Content in instructional design features: the proficient teachers and teacher born in the details of the description, description of the problem the way, teaching resources these differences are not very obvious, but in the teaching objectives, teaching ideas, teaching ideas and consistency , the number of knowledge points, important difficulties in teaching the students are expected to react to a problem in these areas than normal students proficient teachers; characteristics in the teaching aspect of the design process, proficient teachers in the guide, teaching the commencement and results lessons are better than normal students. On teaching behavior study found that in reviewing old knowledge, importing new knowledge, to explain the new courses, exercises and assignments to consolidate these stages, proficient teachers and teacher student teaching behavior, the student's learning behavior, have significant interaction differences; in teaching behavior choices frequency side, proficient teachers in the \much larger than the normal students in the \. In teaching strategy, proficient teachers teaching strategies adopted the types and total frequency of teaching strategies to be more than the normal students in contact life, stimulate interest and inductive reasoning, deductive reasoning, analogy, comparison and contrast, experiments and validating exploratory experimental teaching strategies used in these eight aspects of frequency, proficient teachers also significantly higher than normal students. Innovations: First, instructional design for the material, analyze the chemistry of college students, high school chemistry classroom teachers proficient understanding of the structure, understanding of the elements of the process of teaching and instructional design feature differences that exist; Second, using video analysis methods in chemistry college students, high school chemistry proficient teachers in the classroom teaching behavior, teaching strategies were quantified comparative study.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Chemistry
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