On Analysis of Chemistry Teaching Model among Proficient Teacher and Novices in the Project of Outstanding Teacher Education

摘要

This article compared two teachers' classroom language skills, based on the model of heterogeneous teaching in the same lesson, which has been organized by two chemistry teachers from one of the standardized high school in China. In their professional development, one is proficient teacher S, the other is a novice teacher L. The teaching content is "the chemical equilibrium constant", which is selected from PEP chemistry textbooks. Using the improved Flanders Interaction Analysis System (iFIAS) quantitatively analyze their classes. The conclusion is that the proficient teacher classroom language is more practical, for novice teachers to improve classroom teaching, promote personal professional development, to provide a basis.