Abstract This paper analyzed the types, durations and teaching-learning processes of the Instruction Behavior Pairs (IBPs) in the experienced teachers' and novice teachers' ordinary classrooms, and found that the quality of the experienced teachers in each small Instruction Behavior Pairs and the teaching behavior transformation was better than that of novice teachers. The novice teachers' classroom time utilization rate was lower than that of the experienced teachers. In the ordinary classroom, experienced and novice teachers both should take more higher levels of IBPs, and novice teachers should pay more attention to students to lead them thinking deeply, and participate in class actively.
SHAN Yuan-Yuan, ZHENG Chang-Long, HE Peng. Comparison on Characteristics of Chemistry Classroom Instructional Behaviors Between Experienced and Novice Teachers: Case Study on “Chemical Bond”[J]. Chinese Journal of Chemical Education, 2017, 38(21): 30-36.