Preliminary Study On The Design For Chemistry Reflective Teaching

Reflective teaching design, which is guided by reflective teaching and instructional design theories, is the process to design teaching and implement teaching effectively based on the authenticity and complexity of classroom teaching. Its ultimate goal is the overall development of students and the professional development of teachers. Teaching and research of teachers was unified together in the reflective teaching design, reflection is the means of teaching design, while design and implementation is not only the purpose of reflection, but also the re-certification of reflection. Reflective teaching design is a positive response in teaching practice and research level for the new mission to education endowed by times and social. It can improve the current situation in the first exam-oriented teaching and implement the real quality education. This paper analyses the necessity and feasibility for the integration of reflective teaching and instructional design. On the basis of this, the two aspects of reflection content and design content were integrated. It also defined the meaning of reflective teaching design and initially constructed the mode of reflective teaching design. At the same time, reflective teaching design was introduced in the chemistry teaching. The corresponding meaning for chemistry reflective teaching was defined and applied in chemistry teaching of high school. In order to ensure the scientific character in the reflective teaching design, chemistry learning of senior high school freshmen was investigated in this study. The survey shows that their chemistry-learning state gain greatly development in the basic level but is lack in high-level. In general, their chemical learning is in the low level. For verifying the actual function of reflective teaching design on chemistry, practice research was conducted. It shows that reflective teaching design on chemistry can improve the classroom teaching effectiveness, improve learning chemistry for student, and promote professional development for teachers. And the specific cases in our study might be used as a reference to execute reflective teaching design for chemistry teachers in high school. As for the implementation of knowledge molecule theories in the reflective teaching design, it accords with the curriculum reform and might have practical significance in teaching practice.