Research On The Theory And Practice Of Chemistry Reflective Learning Under The New Curriculum

Reflection is a thinking activity and that people regard the mental activity as the cognitive object consciously. That is to say, people retrospect, analyze and check the thinking process and the thinking result consciously in a scientific prudential critical way, explore the question autonomously, predict the possible question situation creatively. Meanwhile, it is a process that people understand, describe and summarize their experience. It has many characteristics as follows, conscious, critical, inquiry, predictive, creative and situation. Reflection plays an important role in students' study and development, reflection is an important part of students' study, if there is no reflection, there will be no internalization of the knowledge and formation of the ability. The study with no reflection is low level and superficial. Reflection is an effective way of improving the students' study efficiency and effect. Reflection is the ideal way that the students learn to study and get the ability of life-long study. Reflection is the need of quality education and new curriculum of chemistry. Reflection is an indispensable factor of students' growth and self-development. So, reflection is very important, to some extent, there is no reflection, there is no students' progress, growth and development. It is important significance to cultivate students' reflective capability.However, how to cultivate students' reflective capability? Now comparative agreement is that the best way to cultivate the students' reflective capability is carrying out reflective learning in the process of teaching and learning. Reflective learning is combination of reflection and study .It brings about not only the revolution of study, but promotes the reflection's deepening and developing. Reflective learning is the study of reflecting of the learning process and result. It is in certain learning situation, learners are in the guide of metacognition, to retrospect, analyze and judge their leaning experience consciously and critically, explore the leaning question scientifically, predict the possible learning question creatively. Meanwhile, it is a process that learners understand, describe and summarize their experience. The reflective learning can be divided into experiential reflective learning and scientific reflective learning. It include specific experience, aftertaste reflection, analyze judge, explore question, reasonable prediction and summary improve.Reflective learning is very effective to cultivate the students' reflective capability, but according to the investigation, the students' reflective learning is bad in the real teaching and learning. The exhibitions:â‘ Lack of cognition to reflective learning, most students reflect few, some one never reflect.â‘¡Don't know what they should reflect because of the ignorance of the reflection contents.â‘¢Lack of reflection methods and skill cause they don't know how to reflect. So it is important to improve the students' reflective consciousness, optimize the reflective contents of reflective learning, and make students master the reflective methods and skill.This topic is to study how to carry on reflective learning in chemistry teaching and learning in order to improve the students' reflective capability. This study does some work about:â‘ Discuss the contents of chemistry reflective learning in knowledge and skill, procedure and method, emotion attitude and values, so that, the students can know what they should reflect in chemistry learning.â‘¡Discuss three ways to chemistry reflective learning: communication argumentation, problem solving and learning journal, as to make students master the reflective methods and skill in chemistry reflective learning.â‘¢Discuss the function of teachers in chemistry reflective learning: improve reflective consciousness, create reflective situation, guide reflective strategy, review reflective effect, cultivate reflective skill and enhance reflective tenacity, which can afford the reference to teachers in how to play active role in chemistry reflective learning.