Construction And Practice Of Chemistry Situated Teaching

Based on the theoretical analysis and summary of previous studies and practice, the article explores the way and the effect of practicing situated teaching in chemistry education preliminarily and systematically, in order to probe into how to exert the function of situated teaching in chemistry education and how to achieve quality education through chemistry education. The methods are references, inquiring books.Against the existent problems in chemistry teaching during fundamental education, combined with the characteristic of nowadays times and the needs of quality education, the article opens out the research and practice of situated teaching, and raises its construction of in chemistry in favor of the cognition and individuality development for students. According as the viewpoint of situated cognition and constructivism about knowledge and learning, it discusses and expounds emphatically operational principle, teaching design and teaching pattern of situated teaching and so on.By the specialty of chemistry subject, the development of educational technology and the optimization of educational theoretic, Situated teaching can be practiced in chemistry through three basic approach: (1) situated on chemistry experiment; (2) situated on multimedia network; (3) situated on problem-solving activities. The practice makes those out: it can improve certain problems of teaching, avoid study divorced from actual scene, and make students study significantly; also can inspire interest, enhance study efficiency, and accelerate omnipotent evolution, established on organically unification of intangible sensibility and tangible circumstance, in the knowledge application scene based on the activity, Therefore seeking optimal teaching environment, that is to set up suitable situated content, would optimize teaching process. Finally the author points out the content to be perfected in bringing situated teaching into effect.