Application And Reflection On Research-based Learning Used In Senior One Chmistry Teaching

For the tendency to promoting over-all quality of students in elementary education, advocating and probing into research-based learning is of great practical importance. Research-based leaning is an important means and medium for cultivating students' practical ability and creativity. As a new-born concept in chemistry curriculum, it develops so quickly and achieved a lot on its theory and practice. However, some problems have appeared. These include: regional difference in its application; urgent need to penetrating into different subjects and being a major teaching method; appropriate and new evaluation method; reforming traditional teaching method. All the above-mentioned problems need to be solved based on our teaching practice. As chemistry is a kind of natural science on experiments, it is closely related to the practice. Thus research-based learning may better enhance students' motivation in learning chemistry. By analyzing and reflecting the theory, current status and practices concerning the research-based chemistry learning, the thesis probes into the teaching model and evaluation method of it in chemistry teaching in senior Grade one. The purpose is to further the theoretical study and teaching practice for research-based chemistry learning.The thesis is made up of five parts.Part one: Introduction. It expounds the purpose, significance, method and thoughts of the study.Part two: Brief introduction of the related theory. It concerns with the concept, characteristics of research-based learning and contents and goals of that in chemistry learning. It sets a framework for the following practice. Furthermore, questionnaires are collected in some high schools in Lanzhou to investigate how research-based learning is carried out. By analyzing them, we get a clear idea of the current status of research-based chemistry learning from teachers' perspective and that of students' as well. All these investigations lay a foundation for this study.Part three: Practical research on chemistry teaching in senior Grade one. As a chemistry teacher, the author applies question-research in-class model and project-research after-class model in the research-based learning practice. By using different teaching scenarios, the author finds concrete stages of these two models.Part four: Result and evaluation. For achieving the goal of research-based learning, the evaluation focused on the all-roundedness of the content, varieties of the evaluation method, and incentives of the evaluation result. For a long-term of the practice and effective, fair and multiple evaluation system, research-based learning did arouse students' interest, improve their learning approach and cultivate their multi-abilities. More than that, it also benefits teachers.Part five: Summary and reflection. Research-based learning won't be more vigorous unless it is carried out in concrete subject learning. Reflecting on the author's own teaching practice, the author puts forward some suggestions for research-based chemistry learning both in class and after class. These are valuable experience for further studies on research-based chemistry learning in high school.