Constructivism Leaning Theory Used In Chemistry Teaching

Since 1990s, constructivism sweeps the whole world. It emphasizes: Human knowledge is not the objective one;the learner's knowledge is not taught by the teacher but constructed by the learner themselves;knowledge doesn't take shape alone, but is built while one that is mutual with external environments;the learner is the subject of study instead of the target who is inculcated and other views of cognitive theories. Therefore, the focal points of the research on instructional design of constructivism is student-centered, which emphasizes the analysis on "learning environment" , "learning activity", "learning strategy" and "learning appraisement". For its basic point is student-centered, so instructional design of constructivism is instituted as again student-centered instructional design that is new. This text probes into the practical research on student-centered instructional design of chemistry which is conducted by the theory of constructivism. By way of building the combination between constructivism theory and design theory of modern instruction, it tentatively structures the system of student-centered instructional design. In order to adapt the requisition of new curriculum reform for chemistry, the text discusses a kind of instructional design which is different from teacher-centered instructional design. There are four parts in this dissertation. To start with, the thesis analyzes the drawbacks of traditional instructional design and the basic principles of new curriculum reform, which elicits the research theme of this text—student-centered chemistry instructional design based on constructivism theory. After reviewing its origins and developments, the author gives an exhaustive introduction of constructive learning theory and constructive teaching theory, all of these make of the theoretical foundation. Then, the author discusses the basis of student-centered chemistry instructional design through technology support and design precondition, in order to prove its feasibility. The third part and fourth part are the focal points in this paper. In the third part, the author put forwards principles of how to embody the center status of students in chemistry instructional design, including student-centered;environmental activity;affection integrating;cooperative learning;the design of learning environment;the sustain to learning of diverse information resources. And then, the thesis explores the content frame which is different from teacher-centered instructional design. It includes:prophase analysis, the design of learning environment and learning activity, the design of independent study strategies and design on appraisal of the learning results. Finally, the author shortly argues the importance of teacher. In the fourth part, which is based on content of the third part, the author carries out Anchored Instructional mode and Scaffolding Instructional mode into chemistry instructional design of middle school. It includes three integrated examples of classroom instructional design—"rate of chemical reaction" and "primary battery principle and use" and "hydrolysis of salt".