Research On The Teaching Mode Of Chemistry Constructive Learning

Reception learning and inquiry learning are two of the primary learning modes for chemistry; especially the latter is advocated as a breakthrough point for chemistry curriculum reform. These two modes have their own advantages and disadvantages. Reception learning emphasizes the conclusions instead of the learning processes, so it is fit for the comprehensive learning within unit time, unfit for the development of students'initiative functions and the cultivation of students'abilities (especially the inquiry ability), furthermore, this mode is prone to be mechanical learning. Inquiry learning emphasizes the learning processes instead of the conclusions, so it is fit for the cultivation and drilling of students'abilities, unfit for the comprehensive learning and construction of knowledge. In order to roundly fulfill the target of chemistry curriculum, it is necessary to integrate these two learning modes effectively. Knowledge and experience, no matter acquired through reception learning or inquiry learning, must be associated with the quondam cognition framework of the corresponding individuals. Otherwise, the learning will be meaningless. The attempt to make meaningful reception learning is associated with the construction of knowledge. The attempt to make inquiry learning more favorable for knowledge's acquirement is associated with the construction of knowledge too. In another word, in order to make a meaningful learning, reception learning and inquiry learning must be integrated with the elements of constructivism. Therefore, we propose the research task about the teaching modes of chemistry constructive learning. Based on the target of middle school's chemistry curriculum and the requirements of different teaching contents, guided by the theories of constructivism, inquiry learning, and reception learning, this paper proposes two kinds of teaching modes of chemistry constructive learning, named teaching mode of inquiry-constructive learning and teaching mode of reception-constructive learning. The corresponding teaching procedures and the teaching tactics for these teaching modes are also given. The inquiry-constructive learning combined the merits of inquiry learning and constructivism study, so, not only it is benefit for the cultivation and enhancement of students'inquiry abilities, but also it can bring these knowledge that involved in the inquiry process into the students'knowledge system and cognition framework, by the manner of meaning construction. As a result, both the processes and the results are emphasized. The reception-constructive learning combined the merits of reception learning and constructivism study, so it can helps students to receive mass of information about knowledge and experience within a shorter period, and by the manner of meaning construction, brings this information into the students'knowledge system and cognition framework simultaneously. Taken the theoretic designs mentioned above for guidelines, we carried out an experiment at the Minority High School of GuiGang for 4 months. For the experimental class, teaching mode of inquiry-constructive learning and teaching mode of reception-constructive learning were carried out alternately, according to the teaching contents and conditions. For the controlled class, general teaching modes were carried out. The chemistry grades, inquiry abilities, studying interest, and studying subjective were measured respectively before the experiment and after the experiment. Using SPSS tool, these data collected were analyzed, and the result shows that the experimental class precedes the controlled class at every index, including the chemistry grades, inquiry abilities, studying interest, and studying subjective. And there exists remarkable statistical difference. Therefore, we can conclude that the teaching mode of chemistry constructive learning is effective and with high efficiency. Adopting the teaching mode of inquiry-constructive learning and teaching mode of reception-constructive learning according to the teaching contents can help the reception learning to be meaningful learning, and can help inquiry learning focused on inquiry process and knowledge conclusions together. The primary difference between the teaching mode of chemistry constructive learning and the traditional teaching modes is that the former emphasizes on the teacher's leading function and the student's initiative function, and makes the student to be the constructor of their knowledge and experiences. So, the knowledge and experiences, no matter they are acquired through reception or inquiry, are all incorporated to their knowledge systems and cognition frameworks, and become their own knowledge and experiences in reality. As the limited of the research's ability, and the restricted time for this experiment, the conclusions given in this thesis need more checking and verification. Furthermore, the teaching procedures and teaching tactics given in this thesis need to be enriched. Based on the experience obtained in this research, the author gives some advices for the teaching mode of chemistry constructive learning.