Abstract Taking a senior high school in Gansu province as an example, the chemistry classes were divided into five types:chemistry concepts and chemistry terms class, chemistry theory and chemistry calculation class, elements and compounds class, experiment class and exercise class. The classes of different chemistry teachers were observed and quantified, and the chemistry teachers were interviewed and investigated. The survey showed that:in chemistry concepts and chemistry terms classrooms, teachers mainly used question-teaching methods, and students' active participation was low; in chemistry theory and chemistry calculation classrooms, teachers taught all the time, which severely weakened students' independent thinking, independent practice and communication; in elements and compounds classrooms, teachers mainly used "ask a question and answer it oneself" and teacher ask-students answer-teacher speak modes, students' participation in the classroom was relatively large, but the initiative and independence were not high; in experiment classrooms, teachers focused on speaking about experiments, and students focused on reciting experiments, the experimental operations were mainly mechanical imitation; in exercise classrooms, teachers asked and answered themselves questions, students wrote and recorded without thinking and communication. Then this paper summarized the main causes of the above phenomena.
WEN Yun-Fu, GAO Wang-Jun, DOU Xue-Hong. Status of Senior High School Chemistry Classroom Teaching Behavior in Poor Areas: High School in Gansu Province as Example[J]. , 2018, 39(23): 75-81.
