Investigation And Analysis On The Context-setting Of Classroom Teaching For Chemistry Normal Students

Context-setting skill is one of these basic teaching skills that chemistry normal students should grasp. By researching and analyzing chemical normal students’ context-setting level in classroom teaching and discovering their features and issues presented in creating situations, we can provide some guidance for improving the educational course teaching of chemical teachers before taking up a position, further more, raising the context-setting level of chemistry normal students. At the same time, we can also enrich their theoretical research of context-setting in some degree.On the basis of summarizing the research actuality related to context-setting at hone and abroad, this paper has constructed research ideas on the context-setting of chemistry normal students based on Constructivism theory and Situated learning theory, ascertained four first class indexes for evaluating the context-setting of chemical normal students: Behavior, Concept, Development needs and Effect. Based on those this paper also confirmed 14 corresponding second class indexes. We compiled “the questionnaire context-setting of chemistry normal students”, “the classroom observation table based on the situational creation of different subjects” and “the classroom observation table based on the same subject(Ethanol)” and started to investigate and research the context-setting circumstances of chemistry normal students about class observation, text analysis and interview method of different and same subjects by using these questionnaires.Through analyzing the research data of questionnaire survey and classroom observation, we can draw some conclusions as follow:From the concept, most of the chemistry normal students accept and pay attention to create situations while teaching chemistry but doesn’t rise to the level of ideas. However, their awareness of the function and purpose of these situations is relatively simple, and they pay more attention on increasing the students’ learning interest. But their understanding of scene functions in direct promoting knowledge construction and application is not enough. A great majority of students can not treat the form of context-setting with dialectical view and they think that create situation by video or experiment is better than the others.In behavior aspect, about two-thirds of the chemical normal students consider that they always or regularly create situations consciously; from the occasion of creating situation, they think highly of the context-setting in class introduction stage. Through classroom observation, we found that at the center and the end of the class, there are many context-setting which mostly belong to direct reference of the textbook or others’ teaching and rarely designed by themselves independently; in the standard for choosing situation, they select the material mainly based on the students’ interest and provided by the textbook; for the form of context-setting, they think that the most frequently used method is playing video, especially these videos related to social life and news media, followed by carrying out experiments. However in classroom observation we found that many students usually give up the experiments because of their own reason. In fact, the popular ways are showing pictures and playing videos; for the type of context-setting, most of them have created relatively independent situation, they fail in detail planning without much prompting; in the aspect of whether it will be based on their need to design a situation or not, many normal students consider they can design the situation in accordance with their own requirements which often concentrates on the introduction of class but lack in voluntary using professional literature resources in the process of collecting scene materials.The chemical normal students and their adviser have different opinions about the effect of context-setting. The chemical normal students have a positive attitude about their and their partners’ effect of context-setting. However, their tutors think that things leave much to be desired. The main reason causing this phenomenon is that the chemistry normal students can not balance the evaluation criterion of context-setting skill, briefly, “Minimum standard” leads to “high effect”. After further class observation, we easily found: there are still many problems in context-setting for the chemistry normal students including weak relationship between context and core knowledge; not enough truth of the situations; more attention on introduced situation and its “External Impact Force” and simplex function of situation materials; lack of systemic design about situation, the context-setting mostly depended on feeling or experience.In the development need of context-setting, for a considerable part of the normal students, their awareness of seeking more development needs to be improved. In the way of selecting and consummating context-setting, they rely more on communication with peers and seldom reflect and review documents by themselves. And they attach importance to the acquirement of scene materials and the method of context-setting these two parts to improve context-setting level, therefore, they just teach pure theory and expect to get training about context-setting of concrete teaching content. Further observations indicate that the chemistry normal students still need the theoretical training about the function of the situations and the aim of context-setting and so on.According to the above research conclusion, we put forward some suggestions about how to improve the context-setting level of chemical normal students. These suggestions include:1.Guiding them with typical examples, promote their comprehensive understanding of the function of context-setting.2.Taking the literature reading training as the breakthrough point, widen the channel of obtaining the situation material of the chemical normal students.3.Arranging the training method in a crisscross pattern, improve the effectiveness of chemical normal students’ context-setting.4.Regarding the micro teaching as the starting point, enhance the systematization of chemical normal students’ context-setting.5.Leading them to learn how to rethink profoundly, improve themselves though reflection.6.Using the induction training for the new teachers, promote the sustainable development of the context-setting level of chemical normal students and realize the integration of before and after work.Aiming at the problems in context-setting for chemical normal students discovered by this research, we have carried out a teaching design based on context-setting under taking Roucaud senior high school chemistry Ethanol as an example. This instructional design is based on the analysis of the knowledge value of ethanol and expanded on knowledge line, activity line, situation line and concept line, in order to show that: Play the multiple functions of the situation with a series of scene clues; Focus on the pertinence of context-setting; Pay attention to create some situations in accordance with cognitive development level of students. We hope to show the chemistry normal students the context-setting in chemical teaching from the practical level.