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Advances in Social Sciences Research Journal – Vol. 10, No. 6

Publication Date: June 25, 2023

DOI:10.14738/assrj.106.14837.

Wang, C., Jia, T., & Sun, L. (2023). Research on Chemistry Teaching Skills in Middle School Under Micro-Teaching Environment.

Advances in Social Sciences Research Journal, 10(6). 281-289.

Services for Science and Education – United Kingdom

Research on Chemistry Teaching Skills in Middle School Under

Micro-Teaching Environment

Chenyu Wang

College of Chemistry and Molecular Sciences,

Henan University, Kaifeng, Henan, 475004, China

Tianmeng Jia

College of Chemistry and Molecular Sciences,

Henan University, Kaifeng, Henan, 475004, China

Lin Sun

College of Chemistry and Molecular Sciences,

Henan University, Kaifeng, Henan, 475004, China

ABSTRACT

Teaching skills are the foundation of teacher’s ability, and normal students, as the

reserve army of future teachers, should train teaching skills consciously in their

daily life. As a modern teaching technique widely used in training normal students,

micro-teaching is of great significance to explore the cultivation of teaching skills.

It should be widely introduced into the training of normal university students.

However, there are relatively few researches on teaching skills in micro-teaching of

chemistry at present, so we devote to studying the key skills that normal students

should master in micro-teaching and the training methods of chemistry teaching

skills under micro-teaching environment.This paper will use the practical cases in

Chinese middle school chemistry teaching to help normal university students

majoring in chemistry to master four key teaching skills: import skills, questioning

skills , blackboard writing skills and reinforcement skills, so as to help them achieve

the ideal teaching effect.

Keywords: Micro-teaching, Normal students, Teaching skills training, Middle school,

chemistry

INTRODUCTION

Attaching great importance to the improvement of teachers' skills and qualities, strengthening

the construction of teachers are the foundation to consolidate education. Normal students are

the main force of teachers, and colleges, universities bear the key responsibility of training

normal students. In the past, most colleges and universities in China only set up theoretical

basic teaching courses when teaching normal courses, and rarely trained individual teaching

skills. In actual teaching, they even gave no mention. Since this problem began to attract wide

attention, many colleges and universities began to seek solutions to the problem, and finally

shifted the carrier of normal students' teaching skills training to micro-teaching.

At present, micro-teaching training mode has been favored by many Chinese universities, and

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Advances in Social Sciences Research Journal (ASSRJ) Vol. 10, Issue 6, June-2023

Services for Science and Education – United Kingdom

has been applied to cultivate and train the teaching skills of normal students. Although micro- teaching has not been formally used for a long time in China, remarkable results have been

achieved in its current use [1].

However, when most Chinese scholars’ study micro-teaching, their main research direction is

theoretical research, that is, how micro-teaching affects normal students and how to evaluate

micro-teaching skills. In addition, the research literature on micro-teaching of corresponding

disciplines mainly focuses on mathematics, English, biology and other disciplines, while the

research on chemistry is relatively few. Therefore, this study is expected to bring enlightenment

to the micro-teaching of chemistry.

CORE CONCEPTS DEFINITION

Micro-Teaching

Micro-teaching is the most extensive translation in China [2]. "Micro-teaching" reflects not only

the "short" in the sense of time, but also the "less" in the concept of space, that is, the length of

teaching time and the relatively small teaching capacity. The "lattice" in chemistry micro- teaching can be interpreted as norms, and there should be norms for different and various

teaching skills [3]

. Besides, it can also be called "miniature teaching", "small teaching".

micro-teaching is actually a teaching method that provides a special practice environment,

simplifies the daily complex classroom teaching (only for a small number of students, the time

is cost about 5-20 minutes) and helps the practitioners to obtain effective feedback information

and videotape the teaching process. Its notable features include miniaturization of subject

training, standardization of skill movements, audio-visual recording process, and timely

observation and evaluation [4], which eliminates the influence of the pressure of facing a large

number of students on teachers. It can also save lecture time and classroom capacity. It is vivid

and intuitive, so that the people can know themselves vividly like looking in a mirror. In such

cases, it is often easier for normal students to master teaching skills.

micro-teaching originated in the United States in the 1960s and was welcomed by many schools

and teachers around the world as soon as it appeared. After the United States, many European

countries have also introduced this teaching model. micro-teaching was introduced relatively

late in China, in the mid-1980s, and gradually put into use [5]. When micro-teaching was first

introduced in China, it was mainly used to train in-service teachers, and then gradually used to

train normal students through continuous experiments.

Teaching Skills

Skills refer to the consolidated and automated activities acquired through practice, which

extends to the concept of teaching skills that teachers use the existing teaching theoretical

knowledge to form a stable and complex teaching behavior system through practice.

More specifically, the definition of teaching skills widely recognized in our country currently

refers to a series of behaviors taken by teachers in different educational situations to achieve

certain goals and goals based on teaching theories, professional knowledge and experience [6].

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Wang, C., Jia, T., & Sun, L. (2023). Research on Chemistry Teaching Skills in Middle School Under Micro-Teaching Environment. Advances in Social

Sciences Research Journal, 10(6). 281-289.

URL: http://dx.doi.org/10.14738/assrj.106.14837

TYPES AND REPRESENTATION OF MICRO-TEACHING SKILLS

The contents of micro-teaching skills are very rich, which can be subdivided into skills of

import, skills of questioning, skills of change, skills of reinforcement, skills of blackboard

writing, skills of language, skills of experiment demonstration, skills of classroom regulation,

skills of multimedia teaching, skills of closure, skills of explanation, skills of organization, skills

of trial and error, skills of present a teaching plan, skills of information-based teaching, etc [7].

Due to the limitation of the length of this paper, we only focus on four key teaching skills,

namely, import skills, question-asking skills, blackboard writing skills and reinforcement skills,

and discusses their application and matters requiring attention in modern middle school

chemistry teaching.

Import Skills

Import skills is to bring students into a specific situation with a purpose and arouse their

interest and attention to the course, so it is also known as directed introduction [8]. In

chemistry teaching, the key methods of mastering Import skills include:

Straight to the Point:

For example, in the "law of Conservation of mass", in the beginning of the class on the

appropriate to remind students that this content occupy a large proportion of the ordinary high

school entrance examination in the past years, and it is the basis of a lot of chemical calculation

that will be learned in the future, so student should make a solid foundation through the study

of this part.

Question:

Such as the subject of "molecules and atoms", what chemical principle is implied by the ancient

proverb "Wine fragrance does not fear lane depth? "To introduce a new lesson.

Contact with the Actual Life:

For example, in the study of "Ethylene", first let the students think about the reagents and

phenomena used to ripeness bananas, in order to contact the content of the new course into the

new course.

Use an Experiment as a Beginning:

For example, in "Chemical Properties of Metals", the bright iron wire after rust removal is first

put into copper sulfate solution and taken out after waiting for a period of time. A layer of

purple-red substance is observed on the surface of the iron wire. Students will be interested in

this phenomenon, which will further arouse their interest in the following new lessons.

Review Old Knowledge to Gain New Insights:

For example, when learning "Factors Affecting Chemical Balance", students can first recall

factors affecting chemical rate, undertake the learning of new knowledge in analogy and

analysis, and associate old knowledge.

Questioning Skills

Socrates' most famous theory, which called “midwife technique", is the earliest questioning

teaching method [9], and psychologist Rigg is the most representative figure in questioning at

present [10]. Rigg believes that "questioning is any narrative sentence that tries to elicit a verbal