基于Nvivo的高中化学课教学行为特征研究

基于Nvivo的高中化学课教学行为特征研究一、本文概述Overviewofthisarticle本文旨在通过运用Nvivo这一质性数据分析软件，对高中化学课的教学行为特征进行深入的研究。随着教育改革的不断推进，对化学课教学行为的要求也在不断提高。为了更好地适应这一变化，本文选取高中化学课作为研究对象，通过收集和分析教师的教学行为数据，以期揭示其内在特征，为提升教学质量提供有益的参考。Thisarticleaimstoconductin-depthresearchontheteachingbehaviorcharacteristicsofhighschoolchemistrycoursesbyusingNvivo,aqualitativedataanalysissoftware.Withthecontinuousadvancementofeducationalreform,therequirementsforteachingbehaviorinchemistrycoursesarealsoconstantlyincreasing.Inordertobetteradapttothischange,thisarticleselectshighschoolchemistryclassesastheresearchobject.Bycollectingandanalyzingteachingbehaviordataofteachers,theaimistorevealtheirinherentcharacteristicsandprovideusefulreferencesforimprovingteachingquality.具体来说，本文将首先明确研究背景、目的和意义，阐述为何选择Nvivo作为研究工具，并简要介绍研究的主要内容和方法。接着，通过文献综述的方式，回顾国内外关于高中化学课教学行为的研究现状，以明确研究的基础和起点。在此基础上，本文将利用Nvivo软件对收集到的教学行为数据进行编码、分类和分析，以揭示高中化学课教学行为的特征。本文将根据研究结果，提出针对性的建议，以期促进高中化学课教学行为的优化和提升。Specifically,thisarticlewillfirstclarifytheresearchbackground,purpose,andsignificance,explainwhyNvivowaschosenastheresearchtool,andbrieflyintroducethemaincontentandmethodsofthestudy.Next,throughliteraturereview,thecurrentresearchstatusofhighschoolchemistryteachingbehaviorathomeandabroadisreviewedtoclarifythebasisandstartingpointoftheresearch.Onthisbasis,thisarticlewilluseNvivosoftwaretocode,classify,andanalyzethecollectedteachingbehaviordata,inordertorevealthecharacteristicsofhighschoolchemistryteachingbehavior.Thisarticlewillproposetargetedsuggestionsbasedonresearchresults,inordertopromotetheoptimizationandimprovementofhighschoolchemistryteachingbehavior.通过本文的研究，不仅可以深入了解高中化学课教学行为的特征，还可以为教育工作者提供有益的参考和借鉴，推动高中化学教学的改革和发展。本文的研究也有助于丰富和完善教育行为学的研究内容和方法体系，为相关领域的研究提供新的思路和方法。Throughtheresearchinthisarticle,notonlycanwegainadeeperunderstandingofthecharacteristicsofhighschoolchemistryteachingbehavior,butwecanalsoprovideusefulreferenceandinspirationforeducators,andpromotethereformanddevelopmentofhighschoolchemistryteaching.Thisstudyalsocontributestoenrichingandimprovingtheresearchcontentandmethodologysystemofeducationalbehavior,providingnewideasandmethodsforresearchinrelatedfields.二、理论框架与研究方法Theoreticalframeworkandresearchmethods本研究以教育学、化学教育以及教育技术学的相关理论为基础，结合Nvivo质性分析软件，对高中化学课教学行为特征进行深入研究。Thisstudyisbasedontherelevanttheoriesofeducation,chemistryeducation,andeducationaltechnology,andcombinesNvivoqualitativeanalysissoftwaretoconductin-depthresearchontheteachingbehaviorcharacteristicsofhighschoolchemistrycourses.本研究主要依据建构主义学习理论、教育技术学的行为分析理论以及教育心理学中的认知过程理论。建构主义学习理论强调学生的主动性和知识构建的过程，认为教学行为应促进学生的自主学习和协作学习。教育技术学的行为分析理论则关注教学行为的观察、分析和改进，以提高教学效果。教育心理学中的认知过程理论则强调教学行为应促进学生的认知发展，帮助学生形成有效的学习策略。这些理论为本研究提供了理论支撑和分析框架。Thisstudyismainlybasedonconstructivistlearningtheory,behavioralanalysistheoryineducationaltechnology,andcognitiveprocesstheoryineducationalpsychology.Constructivistlearningtheoryemphasizestheinitiativeofstudentsandtheprocessofknowledgeconstruction,andbelievesthatteachingbehaviorshouldpromotestudents'autonomousandcollaborativelearning.Thebehavioralanalysistheoryofeducationaltechnologyfocusesonobserving,analyzing,andimprovingteachingbehaviortoenhanceteachingeffectiveness.Thecognitiveprocesstheoryineducationalpsychologyemphasizesthatteachingbehaviorshouldpromotestudents'cognitivedevelopmentandhelpthemformeffectivelearningstrategies.Thesetheoriesprovidetheoreticalsupportandanalyticalframeworkforthisstudy.本研究采用混合方法研究设计，包括定量和定性两种研究方法。通过文献综述，梳理和归纳高中化学课教学行为的相关研究，确定研究问题和假设。然后，运用观察法、访谈法和问卷调查法等多种方法收集数据。观察法用于记录和分析高中化学课堂的实际教学行为；访谈法用于了解教师和学生对教学行为的看法和体验；问卷调查法用于收集大量关于教学行为的量化数据。Thisstudyadoptsamixedmethodresearchdesign,includingbothquantitativeandqualitativeresearchmethods.Throughliteraturereview,sortoutandsummarizerelevantresearchonteachingbehaviorinhighschoolchemistrycourses,anddetermineresearchquestionsandhypotheses.Then,variousmethodssuchasobservation,interview,andquestionnairesurveywereusedtocollectdata.Observationmethodisusedtorecordandanalyzetheactualteachingbehaviorinhighschoolchemistryclassrooms;Interviewmethodisusedtounderstandtheviewsandexperiencesofteachersandstudentsonteachingbehavior;Thequestionnairesurveymethodisusedtocollectalargeamountofquantitativedataonteachingbehavior.在数据收集的基础上，本研究将使用Nvivo质性分析软件对收集到的数据进行编码、分类和分析。Nvivo软件可以帮助研究者对大量的文本和音频数据进行有效的整理和分析，提取出教学行为的特征和模式。通过Nvivo的分析，本研究将揭示高中化学课教学行为的内在逻辑和规律，为改进教学提供实证依据。Onthebasisofdatacollection,thisstudywilluseNvivoqualitativeanalysissoftwaretoencode,classify,andanalyzethecollecteddata.Nvivosoftwarecanassistresearchersineffectivelyorganizingandanalyzinglargeamountsoftextandaudiodata,extractingfeaturesandpatternsofteachingbehavior.ThroughNvivo'sanalysis,thisstudywillrevealtheinherentlogicandlawsofteachingbehaviorinhighschoolchemistryclasses,providingempiricalevidenceforimprovingteaching.本研究将结合定量和定性的分析结果，对高中化学课教学行为特征进行总结和讨论，并提出针对性的教学改进建议。Thisstudywillcombinequantitativeandqualitativeanalysisresultstosummarizeanddiscusstheteachingbehaviorcharacteristicsofhighschoolchemistrycourses,andproposetargetedteachingimprovementsuggestions.三、高中化学课教学行为特征分析AnalysisofBehavioralCharacteristicsinHighSchoolChemistryTeaching本研究采用Nvivo软件对高中化学课的教学行为特征进行了深入的分析。通过对教学视频、教师教案、学生作业等多元数据的整理与编码，揭示了高中化学课教学行为的主要特征。Thisstudyconductedanin-depthanalysisoftheteachingbehaviorcharacteristicsofhighschoolchemistryclassesusingNvivosoftware.Byorganizingandencodingdiversedatasuchasteachingvideos,teacherlessonplans,andstudentassignments,themaincharacteristicsofhighschoolchemistryteachingbehaviorwererevealed.高中化学课教学注重知识的系统性与深度。教师在授课过程中，不仅注重知识点的传授，更注重知识点的内在联系和深层次的理解。例如，在讲授化学反应原理时，教师不仅会详细解释反应的条件、过程和结果，还会引导学生思考反应背后的深层次原因和规律，帮助学生形成完整的知识体系。Highschoolchemistryteachingemphasizesthesystematizationanddepthofknowledge.Duringtheteachingprocess,teachersnotonlyfocusonimpartingknowledgepoints,butalsopaymoreattentiontotheinternalconnectionsanddeepunderstandingofknowledgepoints.Forexample,whenteachingtheprinciplesofchemicalreactions,teachersnotonlyprovidedetailedexplanationsoftheconditions,processes,andresultsofthereactions,butalsoguidestudentstothinkabouttheunderlyingreasonsandlawsbehindthereactions,helpingthemformacompleteknowledgesystem.高中化学课教学强调学生的主体性与实践性。教师在教学过程中，注重学生的参与和体验，鼓励学生通过实验操作、观察现象等方式，亲身感受化学知识的魅力。同时，教师还会根据学生的实际情况，设计具有针对性的教学活动，激发学生的学习兴趣和积极性。Highschoolchemistryteachingemphasizesthesubjectivityandpracticalityofstudents.Duringtheteachingprocess,teacherspayattentiontostudentparticipationandexperience,andencouragestudentstopersonallyexperiencethecharmofchemicalknowledgethroughexperimentaloperations,observationofphenomena,andothermeans.Atthesametime,teacherswillalsodesigntargetedteachingactivitiesbasedontheactualsituationofstudents,stimulatingtheirlearninginterestandenthusiasm.再次，高中化学课教学注重培养学生的思维能力与创新意识。教师在教学过程中，不仅注重知识的传授，更注重培养学生的思维能力和创新意识。例如，在解决化学问题时，教师会引导学生从不同的角度进行思考，寻找解决问题的多种方法，培养学生的发散思维和创新能力。Onceagain,highschoolchemistryteachingemphasizesthecultivationofstudents'thinkingabilityandinnovativeconsciousness.Duringtheteachingprocess,teachersnotonlyfocusonimpartingknowledge,butalsooncultivatingstudents'thinkingabilityandinnovativeconsciousness.Forexample,whensolvingchemicalproblems,teacherswillguidestudentstothinkfromdifferentperspectives,findvariousmethodstosolveproblems,andcultivatestudents'divergentthinkingandinnovativeabilities.高中化学课教学还注重评价与反馈。教师在教学过程中，会及时对学生的学习情况进行评价和反馈，帮助学生了解自己的学习情况并及时调整学习策略。教师还会根据学生的反馈意见，对教学方法和内容进行调整和优化，以更好地满足学生的学习需求。Highschoolchemistryteachingalsoemphasizesevaluationandfeedback.Duringtheteachingprocess,teacherswillpromptlyevaluateandprovidefeedbackonthelearningsituationofstudents,helpingthemunderstandtheirownlearningsituationandadjusttheirlearningstrategiesinatimelymanner.Teacherswillalsoadjustandoptimizeteachingmethodsandcontentbasedonstudentfeedbacktobettermeettheirlearningneeds.高中化学课教学行为具有系统性、主体性、实践性、思维性和反馈性等特点。这些特点共同构成了高中化学课教学的独特风格和魅力，为学生的全面发展提供了有力的支持。Theteachingbehaviorofhighschoolchemistrycourseshascharacteristicssuchassystematicity,subjectivity,practicality,thinking,andfeedback.Thesecharacteristicstogetherconstitutetheuniquestyleandcharmofhighschoolchemistryteaching,providingstrongsupportforthecomprehensivedevelopmentofstudents.四、教学行为特征的影响因素研究AStudyontheInfluencingFactorsofTeachingBehaviorCharacteristics教学行为特征的形成并非孤立存在，而是受到多种因素的影响。在高中化学课的教学过程中，这些影响因素主要可以归结为教师因素、学生因素、环境因素以及课程内容因素等。Theformationofteachingbehaviorcharacteristicsisnotisolated,butisinfluencedbymultiplefactors.Intheteachingprocessofhighschoolchemistryclasses,theseinfluencingfactorscanmainlybesummarizedasteacherfactors,studentfactors,environmentalfactors,andcoursecontentfactors.教师因素是影响教学行为特征的关键因素之一。教师的教育理念、教学风格、专业知识水平、教学技能和教学经验等都会直接影响其教学行为。例如，持有学生中心教育理念的教师可能更倾向于采用引导式、发现式的教学方法，而重视知识传授的教师则可能更偏爱讲授式的教学方法。Teacherfactorsareoneofthekeyfactorsthataffectthecharacteristicsofteachingbehavior.Theeducationalphilosophy,teachingstyle,professionalknowledgelevel,teachingskills,andteachingexperienceofteacherswilldirectlyaffecttheirteachingbehavior.Forexample,teacherswhoholdastudent-centerededucationphilosophymaybemoreinclinedtoadoptguidedanddiscoverybasedteachingmethods,whileteacherswhovalueknowledgetransmissionmaypreferlecturebasedteachingmethods.学生因素也是影响教学行为特征的重要因素。学生的化学基础、学习兴趣、学习动机、学习态度以及班级的学习氛围等都会对教学行为产生影响。例如，面对基础薄弱的学生，教师可能需要花费更多的时间和精力进行基础知识的讲解和巩固；而面对学习兴趣浓厚的学生，教师则可能更有机会尝试各种创新的教学方法。Studentfactorsarealsoimportantfactorsthataffectthecharacteristicsofteachingbehavior.Thechemistryfoundation,learninginterest,learningmotivation,learningattitude,andlearningatmosphereofstudentscanallhaveanimpactonteachingbehavior.Forexample,whenfacingstudentswithweakfoundations,teachersmayneedtospendmoretimeandenergyexplainingandconsolidatingbasicknowledge;Facingstudentswithastronginterestinlearning,teachersmayhavemoreopportunitiestotryvariousinnovativeteachingmethods.再次，环境因素也是不可忽视的影响因素。这包括学校的硬件设施、教学资源、教学政策等。例如，硬件设施完备的学校可能更能支持教师进行多样化的教学活动，如实验、探究活动等；而教学政策宽松的学校则可能给教师提供更多的教学自由和空间。Onceagain,environmentalfactorsarealsosignificantinfluencingfactorsthatcannotbeignored.Thisincludestheschool'shardwarefacilities,teachingresources,teachingpolicies,etc.Forexample,schoolswithcompletehardwarefacilitiesmaybebetterabletosupportteachersindiverseteachingactivities,suchasexperiments,explorationactivities,etc;Schoolswithrelaxedteachingpoliciesmayprovideteacherswithmoreteachingfreedomandspace.课程内容因素也是影响教学行为特征的重要因素。不同的化学课程内容具有不同的特点和难度，需要教师采用不同的教学方法和策略。例如，对于抽象性强的理论知识，教师可能需要采用更多的图示、比喻等方式进行解释；而对于实践性强的实验内容，教师则需要提供更多的动手操作机会和指导。Thecontentofthecourseisalsoanimportantfactorthataffectsthecharacteristicsofteachingbehavior.Differentchemistrycoursecontentshavedifferentcharacteristicsanddifficulties,requiringteacherstoadoptdifferentteachingmethodsandstrategies.Forexample,forhighlyabstracttheoreticalknowledge,teachersmayneedtousemoreillustrations,metaphors,andothermeansofexplanation;Forpracticalexperimentalcontent,teachersneedtoprovidemorehands-onopportunitiesandguidance.教学行为特征的形成是多种因素共同作用的结果。因此，要深入理解和优化高中化学课的教学行为特征，就需要全面考虑和分析这些影响因素，从而制定出更为科学、合理的教学策略和方案。Theformationofteachingbehaviorcharacteristicsistheresultofmultiplefactorsworkingtogether.Therefore,inordertodeeplyunderstandandoptimizetheteachingbehaviorcharacteristicsofhighschoolchemistrycourses,itisnecessarytocomprehensivelyconsiderandanalyzetheseinfluencingfactors,inordertodevelopmorescientificandreasonableteachingstrategiesandplans.五、案例分析与实证研究Caseanalysisandempiricalresearch本研究采用Nvivo软件对高中化学课的教学行为特征进行了深入的案例分析与实证研究。研究选取了多位高中化学教师的课堂实录作为研究样本，通过对这些样本的细致观察和分析，提取出教学行为特征的相关信息。Thisstudyconductedin-depthcaseanalysisandempiricalresearchontheteachingbehaviorcharacteristicsofhighschoolchemistryclassesusingNvivosoftware.Thestudyselectedclassroomrecordingsofmultiplehighschoolchemistryteachersasresearchsamples,andextractedrelevantinformationonteachingbehaviorcharacteristicsthroughdetailedobservationandanalysisofthesesamples.在案例分析阶段，我们首先将每位教师的课堂实录导入Nvivo软件，并利用软件的编码功能对课堂实录中的教学行为进行分类和编码。通过反复观看和讨论，我们确定了多个教学行为类别，如提问方式、讲解方法、学生互动等，并对每个类别进行了详细的描述和定义。Inthecasestudystage,wefirstimporttheclassroomrecordingsofeachteacherintoNvivosoftware,andusethesoftware'scodingfunctiontoclassifyandcodetheteachingbehaviorsintheclassroomrecordings.Throughrepeatedobservationanddiscussion,wehaveidentifiedmultiplecategoriesofteachingbehaviors,suchasquestioningmethods,explanationmethods,studentinteraction,etc.,andprovideddetaileddescriptionsanddefinitionsforeachcategory.在实证研究阶段，我们利用Nvivo软件的数据分析功能，对编码后的数据进行了频数统计、关联分析和情感分析等。通过频数统计，我们得到了各类教学行为的出现频次和占比，从而了解了高中化学课教学中各类教学行为的使用情况。关联分析则揭示了不同教学行为之间的关联关系和影响路径，有助于我们深入理解教学行为之间的相互作用和影响。情感分析则通过对课堂实录中的情感词汇进行统计和分析，揭示了教师和学生在课堂中的情感变化和互动情况。Intheempiricalresearchstage,weutilizedthedataanalysisfunctionofNvivosoftwaretoperformfrequencystatistics,correlationanalysis,andsentimentanalysisontheencodeddata.Throughfrequencystatistics,weobtainedthefrequencyandproportionofvariousteachingbehaviors,therebyunderstandingtheusageofvariousteachingbehaviorsinhighschoolchemistryteaching.Correlationanalysisrevealsthecorrelationandinfluencepathsbetweendifferentteachingbehaviors,whichhelpsustodeeplyunderstandtheinteractionandinfluencebetweenteachingbehaviors.Emotionalanalysisrevealstheemotionalchangesandinteractionsbetweenteachersandstudentsintheclassroombystatisticallyanalyzingtheemotionalvocabularyrecordedintheclassroom.通过案例分析与实证研究的结合，我们得出了高中化学课教学行为特征的若干结论。高中化学教师在教学中普遍采用提问和讲解相结合的教学方法，但不同教师在提问方式和讲解方法上存在差异。学生互动是高中化学课教学中的重要环节，但不同教师在学生互动的频率和方式上也有所不同。情感分析结果显示，高中化学课堂中的情感氛围较为积极，但不同课堂之间的情感氛围存在差异。Throughthecombinationofcaseanalysisandempiricalresearch,wehavedrawnseveralconclusionsonthecharacteristicsofteachingbehaviorinhighschoolchemistryclasses.Highschoolchemistryteachersgenerallyadoptateachingmethodthatcombinesquestioningandexplanationintheirteaching,buttherearedifferencesinthequestioningandexplanationmethodsamongdifferentteachers.Studentinteractionisanimportantpartofhighschoolchemistryteaching,butdifferentteachershavedifferentfrequenciesandmethodsofstudentinteraction.Theresultsofemotionalanalysisshowthattheemotionalatmosphereinhighschoolchemistryclassroomsisrelativelypositive,buttherearedifferencesintheemotionalatmospherebetweendifferentclassrooms.本研究通过案例分析与实证研究相结合的方法，深入探讨了高中化学课教学行为特征的相关问题。研究结果表明，高中化学教师在教学行为上存在一定的差异性和多样性，而学生互动和情感氛围也是影响教学效果的重要因素。这些结论对于提高高中化学课的教学效果和质量具有重要的指导意义。Thisstudycombinescaseanalysiswithempiricalresearchtoexploreindepththerelevantissuesofteachingbehaviorcharacteristicsinhighschoolchemistryclasses.Theresearchresultsindicatethathighschoolchemistryteachershavecertaindifferencesanddiversityinteachingbehavior,andstudentinteractionandemotionalatmospherearealsoimportantfactorsaffectingteachingeffectiveness.Theseconclusionshaveimportantguidingsignificanceforimprovingtheteachingeffectivenessandqualityofhighschoolchemistryclasses.六、提升高中化学课教学质量的建议SuggestionsforImprovingtheQualityofHighSchoolChemistryTeaching在基于Nvivo的高中化学课教学行为特征研究的基础上，为了提升高中化学课的教学质量，我们提出以下建议：BasedontheresearchontheteachingbehaviorcharacteristicsofhighschoolchemistrycoursesbasedonNvivo,inordertoimprovetheteachingqualityofhighschoolchemistrycourses,weproposethefollowingsuggestions:强化实践教学环节：根据研究结果，我们发现实践操作对于学生学习化学具有重要影响。因此，建议增加实验课程和实践操作的比重，让学生在实践中理解和掌握化学知识，提高学习效果。Strengtheningpracticalteaching:Basedonresearchresults,wehavefoundthatpracticaloperationshaveasignificantimpactonstudents'learningofchemistry.Therefore,itisrecommendedtoincreasetheproportionofexperimentalcoursesandpracticaloperations,sothatstudentscanunderstandandmasterchemicalknowledgeinpractice,andimprovelearningeffectiveness.注重学生的主体性：在化学教学中，应更加重视学生的主体性，鼓励学生积极参与课堂活动，进行主动学习。教师可以通过设计讨论、小组合作等教学活动，激发学生的学习兴趣，提高学生的学习积极性。Emphasizingstudentsubjectivity:Inchemistryteaching,moreemphasisshouldbeplacedonstudentsubjectivity,encouragingstudentstoactivelyparticipateinclassroomactivitiesandengageinactivelearning.Teacherscanstimulatestudents'interestinlearningandimprovetheirlearningenthusiasmbydesigningteachingactivitiessuchasdiscussionsandgroupcooperation.提升教师的教学能力：教师的教学行为对学生的学习效果有直接影响。因此，应加强对教师的培训，提升教师的教学能力，使其能够更好地引导学生进行化学学习。Improvingtheteachingabilityofteachers:Theteachingbehaviorofteachershasadirectimpactonthelearningeffectivenessofstudents.Therefore,itisnecessarytostrengthenthetrainingofteachers,enhancetheirteachingabilities,andenablethemtobetterguidestudentsinlearningchemistry.引入信息化教学手段：在信息时代，应充分利用信息技术手段，如多媒体教学、网络教学等，丰富教学手段，提高教学效果。同时，也可以利用Nvivo等软件进行数据分析和研究，为教学提供更加科学的依据。Introducinginformation-basedteachingmethods:Intheinformationage,informationtechnologyshouldbefullyutilized,suchasmultimediateaching,onlineteaching,etc.,toenrichteachingmethodsandimproveteachingeffectiveness.Atthesametime,softwaresuchasNvivocanalsobeusedfordataanalysisandresearch,providingmorescientificbasisforteaching.建立多元化的评价体系：为了更全面地评价学生的学习效果，应建立多元化的评价体系，包括学生的课堂表现、作业完成情况、实验操作能力、考试成绩等多个方面。这样可以更全面地了解学生的学习情况，为教学提供反馈和改进的依据。Establishingadiversifiedevaluationsystem:Inordertocomprehensivelyevaluatethelearningeffectivenessofstudents,adiversifiedevaluationsystemshouldbeestablished,includingstudents'classroomperformance,homeworkcompletion,experimentaloperationability,examscores,andotheraspects.Thiscanprovideamorecomprehensiveunderstandingofstudents'learningsituationandprovidefeedbackandimprovementbasisforteaching.提升高中化学课的教学质量需要从多个方面入手，包括加强实践教学、注重学生的主体性、提升教师的教学能力、引入信息化教学手段以及建立多元化的评价体系等。只有这样，才能更好地满足学生的学习需求，提高化学课的教学质量。Improvingtheteachingqualityofhighschoolchemistrycoursesrequiresstartingfrommultipleaspects,includingstrengtheningpracticalteaching,emphasizingstudentsubjectivity,enhancingteachers'teachingabilities,introducinginformation-basedteachingmethods,andestablishingadiversifiedevaluationsystem.Onlyinthiswaycanwebettermeetthelearningneedsofstudentsandimprovetheteachingqualityofchemistrycourses.七、结论与展望ConclusionandOutlook本研究基于Nvivo软件平台，对高中化学课教学行为特征进行了深入探究。通过对高中化学课堂教学视频的编码分析，结合师生的访谈数据，本研究揭示了高中化学课教学行为的主要特征，包括师生互动、教学方法的多样性、学生参与度以及课堂氛围等方面。Thisstudyconductedanin-depthexplorationoftheteachingbehaviorcharacteristicsofhighschoolchemistrycoursesbasedontheNvivosoftwareplatform.Byanalyzingthecodingofhighschoolchemistryclassroomteachingvideosandcombininginterviewdatawithteachersandstudents,thisstudyrevealsthemaincharacteristicsofhighschoolchemistryteachingbehavior,includingteacher-studentinteraction,diversityofteachingmethods,studentparticipation,andclassroomatmosphere.研究发现，高中化学课教学行为表现出明显的互动性，师生之间的频繁交流有助于激发学生的学习兴趣和积极性。同时，教师灵活运用多种教学方法，如实验演示、小组讨论、案例分析等，以适应不同学生的学习需求和兴趣点。学生的参与度也是教学行为特征的重要体现，学生在课堂上的积极发言、提问和讨论，反映了其主动学习的态度和能力。课堂氛围方面，和谐、民主、宽松的课堂氛围有助于培养学生的创新思维和批判性思维。Researchhasfoundthathighschoolchemistryteachingbehaviorexhibitssignificantinteractivity,andfrequentcommunicationbetweenteachersandstudentscanhelpstimulatestudents'interestandenthusiasminlearning.Atthesametime,teacherscanflexiblyusevariousteachingmethods,suchasexperimentaldemonstrations,groupdiscussions,caseanalysis,etc.,toadapttothelearningneedsandinterestsofdifferentstudents.Theparticipationofstudentsisalsoanimportantmanifestationofteachingbehaviorcharacteristics.Theactivespeech,questioning,anddiscussionofstudentsintheclassroomreflecttheirattitudeandabilitytoactivelylearn.Intermsofclassroomatmosphere,aharmonious,democratic,andrelaxedclassroomatmospherehelpscultivatestudents'innovativeandcriticalthinking.尽管本研究对高中化学课教学行为特征进行了较为全面的分析，但仍存在一些有待进一步探讨的问题。未来研究可以关注以下几个方面：Althoughthisstudyprovidesacomp