The Research On The Students' Mental Activities At The Beginning Of Chemistry Class

Lead-in of class plays a very important part in students' study, Students' mental activities affect the efficiency of students' study too. With the further development of education reform, the research on the students' mental activities becomes more and more important and necessary. Every chemistry teaching-staff must know and master what influences the lead-in of chemistry class does on mental activities of students, the reasons why mental activity of students is produced and what relationship lies in all kinds of mental activities. I take several common lead-in methods as examples. I have made superficial research on students' mental activities in the process of lead-in of chemistry class in theory and practice. The following are my conclusions.The relationship among each mental activity is positive. At the beginning of chemistry class, what students are interested in is the most important. If students are interested, they will desire to study, concentrate attention, memorize the information of lead-in, think actively and question the study goal in a right way.Methods of lead-in with characteristics as follows can make students interested: First, it can provide sensible messages. Second, it make students be aware of what we study is helpful. Third, it can meet students' curiosity. Fourth, it can lead to cognizant conflict of students. However, some methods of lead-in can't motivate the students' interests well, which includes a few characteristics below: first, teachers often use the same methods and materials. Second, the materials in the lead-in are somewhat difficult to students. Third, the materials are very dull. In the process of lead-in, there are several main reasons below which can provoke the students' motive in their study: first, interest of study; second, inmost force to cognize; third, the importance of the knowledge; whether the students can focus their eyes on the study results from subjective and objective factors. The subjective factors: First, students are interested in or not. Second, whether what they learn is useful to themselves , production and living or not. Third, health condition of students; Fourth, study habits of students. Objective factors are mostly that the content of lead-in is ardent stimulus or weak stimulus. The teachers' behavior and speaking is the objective factor too. Students memorize messages of lead-in easily wliich are interesting or easy or demotic or relative to anterior knowledge. There are severalreasons that students can question from lead-in or not: First, students form the habit of putting questions or not. Second, students are interested or not. Third, if the new knowledge keeps balance with the knowledge of what they have learnt. Fourth, students have opportunity and time that they put questions or not. Students can or not put questions about learning goal correctly, which is relative to their ability of putting questions, Methods of lead-in, materials of lead-in. Migration of students' knowledge is relative to methods of lead-in, mastery-degree of anterior knowledge, relations of new knowledge and anterior knowledge.Finally, I put some advice to provide reference for teachers in middle schools in terms of the reasons of mental activity of students.The article is divided into five parts:The first chapter: Putting questions. I demonstrate necessity and importance of research on mental activity of students during lead-in and point out the content of the research.The second chapter: The part of theory. I demonstrate the implication of lead-in, the content of mental activity of students, the importance of study for students, the theoretical basis.The third chapter: Principles of laying out experiment and teaching experiment. I demonstrate principles of laying out experiment, the methods of research experimental students, experimental content, the method of arranging the experimental data. The fourth chapter: Analysis of the experimental data I analyze specifically how chemistry lead-in affects interest of learning, learning motive, atten...