The Exploration Of Chemistry Classroom Teaching Model For Communication

The accelerated approach of intellectual economy, the rapid advance of science and technology and the increasing cruelty of international competition endow the 21st century with a feature of knowledge creation and application, because of which, the cultivation of creative talents has become indispensable for the existence and development of all nations. Early in Sept. 2001 in China, a new round of course reform began to be carried out in pre-college education to answer the challenge of the new century. But the key process of course reform lies in the implementation and the general approach is classroom teaching. Therefore, creative teaching becomes crucial in the course reform. The Essentials of Course Reform in Pre-College Education (proposed edition) indicates that teaching should be a process of communication and mutual development of the teacher and the students. There is no teaching without communication and interaction. A most significant task hence confronts teachers as of whether a human, harmonious, democratic and equal relationship can be established by the communication and a learning community can be created by the cooperation between the teacher and the students. The idea of teaching as communication and emphasizing the communication between the teacher and the students and the communication among students so as to establish an interactive relationship does not only surpass the theory both of the teacher-centered learning and the students-centered learning and of the doctrine of special practice, but also has realistic significance in practice.This article introduces the conception of communicative teaching to chemical classroom. The author analyzes the theory of this model and put it in practice originally. In the first part, a review is conducted of the development of communicative teaching, definitions given of communication and communicative teaching and explanations supplied of the content of the classroom-teaching model and the magnificence of its practice. In the second, the author discusses about thetheoretical foundations of communicative teaching, including communicative theory, multi-element intelligence theory, constructivism and scientific findings about human brains. In the third, the author explains the basic structural model of communicative classroom teaching, which is divided into orientation and preparation, dialogue and communication, and introspection and adjustment. In the fourth, two cases of chemical class are presented to show the processes of the communicative teaching models followed by general analysis. In the last part, proposals are made regarding the principles and problems usually arising in the application of communicative teaching.Teaching practice proves that communicative classroom teaching model is available and effective. With this model democratic classes may be realized, communication fully activated and especially student-center embodied, which function cannot be overestimated in the improvement of students' ability of self-study, practice, creation and cooperation.