The Study On Strategy Of Applying Research Learning Idea To Improve Chemistry Experiment Teaching In Junior Middle School

Currently in the experiment teaching of the junior high school chemistry, teacher's pays attention to knowledge to relate, valuing experience conclusion but not process excessively, or science method. Therefore, study active is repressed and creative ability can not be train. These students are hard to adapt the high request of social economy and science technique development. Since 80's in 20 centuries, we once drew lessons from foreign experience, promoting successively and once practiced detection study, inspire type, investigation type and so on. But when developed a certain stage, exposed shortage obviously, Like, time-consuming long, the efficiency low etc. So the reform of these teaching methods didn't succeed. Many problems in the experiment teaching still can not get a medical treatment by the root.Research learning is a good kind of study method, breaking an original teaching system, at 21 centuries. Its position of foundation education reform is more and more important. It request a student should be discover a problem like a scientist, put forward assumption and guess, design a project and verify the research result of the hypothesis, exchanges also make an evaluation. It is stirring up a student to study interest and fostering science consciousness, science attitude and science method, especially train student's frontier spirit, creative thinking and creative ability. Turn continuously and deeply along with the reform in education, research learning is walking into classroom, this kind of study method that is brand-new has become a important part to acquire knowledge for a person. But currently, at the junior high school stage, still have no research learning course. So we need develop the principle of research learning to improve the shortage in the experiment teaching of the junior high school chemistry.Implementation strategy have 5 parts: the first, create a good teaching environment; the second, select carefully experiment contents; the third, guide student to discover a problem; the fourth, train science research method; the fifth, choose different research organized forms. Trough doing these, we hope we can provide some beneficial references for educators of the junior high school chemistry.