A Study On The Strategies Of Effective Participation In High School Chemistry Teaching

The modern teaching theory believes that the students do not accept the education passively, but acts as its main body. They have their subjective initiative, so the teaching activities should all base on those can transfer student's initiative, guide the student to explore and think out of the box actively and to lead a lovely and happy life. In the practice of main body education reform, many researchers and teachers have noticed that the direct manifest to student's independence in the classroom teaching activities is students'positive participation in the classroom, therefore, enhancing student's classroom participation becomes an important breakthrough point in the field of research to realize the main body education goal. This article embarks from the new ideas of elementary education curriculum reform and the insufficiency of traditional teaching, in view of high school students'effective participation and instructive strategies in classroom. From the two aspects of teacher's teaching and the students'learning, applies the modern pedagogy and the psychology theory, carries on one-semester experiment of effective participation and instructive strategies in high school chemistry teaching. The full text altogether divides into five parts, according to the applied research order, namely proposes the question, analyzes the material, experimental study, draws the conclusion and finally solves the problem.In the introduction, this article states the background and the motivation of the research, analyzes the present domestic and foreign research situation and the insufficiency of the effective participation and classroom instruction, proposes the content and methods that will be studied and used in the research. In the research we discovered the related achievement of classroom instruction main body participation and effective teaching research was already widely used. Effective classroom instruction research also focuses on students'initiative participation, but from the aspects of carrying on the effective teaching activities, they are most theoretical, lacking a concrete summary of its manifestation characteristics and a concrete operation and measurements to effective participation in actual high school chemistry classroom instruction. The result of an investigation to some senior students of Guangxi Nanning Foreign Language School indicates that students are mast passive learners in the classroom study in the actual classroom instruction, their individualities cannot obtain a full display and their study initiatives are not strong enough. The author proposes to take"A Study on the Strategies of Effective Participation in High School Chemistry Teaching"to stimulate the motivation of students participation in high school chemistry classroom from the two aspects of teachers'teaching and students leaning to , promote students effective participation in the classroom instruction.In the second part, the researcher carries on a widespread search and reorganization of the exhaustive literature, expounds the implications and characteristics of the effective participation classroom instruction, as well as the research rationale. There are mainly three aspects in effective participation, the first is the students'effective participation; the second is the teachers'effective instructions, the third is the positive effective participation of both activity and thought. It gets the characteristics of activity and the integrity. The author proposes the experimental teaching tentative plans from the theory of interest promotes study motivation, the constructivism, the modern teaching and the study epistemology, its theory basis are the study strategy and the student participate in the classroom instruction.The third part of the paper mainly theoretically analyzes the influences of the participation classroom instruction, proposes the educational model construction tentative plan and the main points of the teaching implementation strategy and operation. The applied research rationale of effective participation in high school chemistry classroom teaching is one of the key points in this research. For effective participation and classroom instruction are the requests of elementary education new curriculum reforms and modern education development in high school chemistry teaching, so the research seems very important. The author also attempts to construct a teaching model of effective participation and classroom instruction in high school chemistry teaching. Mainly to raise the student's enthusiasm to participate in the classroom, to guide the student's to high level thinking thought participation and enhance effective participation, to unify the teaching theory into practice and to enable the feasibility of effective participation and classroom instruction in the actual classroom.The fourth part of the paper is to put the teaching theory into practice, to carry out the effective participates in the classroom instruction strategy in the actual classroom teaching. The author designs the concrete teaching operating process. In view of three typical types of classroom instruction in high school chemistry teaching, take three examples as representative to demonstrate the concrete teaching experiment operating procedure and the process of students'participation. In the classroom instruction, the teacher provides effective participation classroom instructions and methods on a specific course content to let the student participate effectively and positively. The students experience the validity of participation, thus to promote the forms the strategy of effective participation classroom instruction, make the students participate in classroom creatively. Finally we find that effective participation classroom instruction theory has its feasibility in actual classroom teaching.This research makes the evaluation through student's academic achievement and the comparison of classroom participation. The result shows that the effective participation and classroom instruction teaching model has a great feasibility in actual classroom teaching. It can raise the students'sense of participation as a main body, fully arouse students'enthusiasm and the initiative of classroom participation, transforms students'ways of participation and the participation effect in high school chemistry classroom teaching, enhance the student chemistry academic record, and build a solid foundation for student's lifelong study and development. Certainly, in view of the fact of its level limits and insufficient of the theory and actual teaching operation, this research also waits for a step consummation and development.