A Discussion On The Combination Of Research-based Learning And Teaching Of Knowledge Of Substance

Nowadays, research-based learning that makes students change their traditional means of learning has been a separated curriculum. But classroom instruction is still the base and the main channel for students to develop themselves comprehensively. In class, leaches should stimulate students to further study and bring every positive factor into play to form their good habits, to improve their abilities, on the condition that is in essential changes students' traditional means of learning, and changes the traditional model of the classroom instruction. So, it is a realistic project how to carry out research-based learning at the classroom instruction, and it has critical significance.In this paper, the author elaborated the implication and characteristics of the research-based learning. In connection with the drawbacks in chemical classroom teaching. With the help of the knowledge of substance the paper brought out the teaching strategy agreeing with the practical process of the classroom teaching, and had a try in the chemical teaching reformation. It evaluated teaching effects by investigations and examinations.The paper includes four parts. First, the author brought out the necessity of carrying out the research-based learning the theoretical base according to the historical back ground, and the present situation of the classroom teaching, etc.Secondly, the author expounded the implication, characteristics and theoretical base. The implication is illustrated by the connection between the research-based learning and inquiry-based learning, between the research-based learning and acceptance-based learning, and between the mode and curriculum of the research-based learning. The research-based learning bears some characteristic of inquiring, opening, processing, and its theoretical base is constructivism that focuses on that study is not the passive reception of knowledge, but an active process of construction which is based onknowledge and experience learnt by students, furthermore, and the activity of construction must be done in specially social environment and bears the characteristic of sociality.Thirdly, the paper mainly discussed how to practice, the research-based learning in the teaching of substance knowledge. But substance knowledge is ready-made conclusions, which lead students to accept knowledge passively, and their personalities are restricted. As a result, it is necessary for us to carry out the research-based learning. My strategies are the folio wings:1. To create a new scene with problems2. To inquire and to make research actively.3. To elaborate reflective evaluation4. To sum up arrangements, and put them into wider application.Last, the paper brought out two aspects, conclusions and implications. The main conclusion is that carrying out research-based learning can improve students' interests in chemistry learning and makes students seek knowledge actively, that it strengthen students' consciousness of experiments. The implications include several parts that the research-based learning should be transferred into the concept of teachers, should better the knowledge structure of teachers should be cooperated with teaching function of experiments and it is fit to be carried out in small class.