Analysis of Classroom Teaching Behavior and Characteristics Oriented to Core Competences Based on Aqueous Solution Themes in High School Chemistry
WANG Quan1, WANG Lei1,2*
1.College of Chemistry, Beijing Normal University, Beijing 100875, China;
2.Advanced Innovation Center for Future Education, Beijing Normal University, Beijing 100875, China
Abstract This research put forward the theoretical framework of competence-based classroom instructional behavior observation through comprehensive consideration of the relevant literature on domestic and international classroom teaching behavior observations and the nature, characteristics, and requirements of core competences education. Four typical cases based on the theme of aqueous solution were selected, and the literacy-based teaching behavior theory framework was used to encode and analyze them. By analyzing and discussing the time and frequency of each behavior and the selection of material evidence in the scene, the competence-based classroom was divided into four levels, each level was qualitatively described, key teaching behaviors were extracted, and core teaching behaviors between different levels were summarized.
WANG Quan, WANG Lei. Analysis of Classroom Teaching Behavior and Characteristics Oriented to Core Competences Based on Aqueous Solution Themes in High School Chemistry[J]. Chinese Journal of Chemical Education, 2020, 41(5): 45-52.
