The Instructional Design Of Chemistry Based On The Theory Of Task Analysis

This paper investigated the high school chemistry classroom teaching design which according to theories of task analysis. This paper looked back the history of misson analysis. This paper carried on an overview about the definition of teaching design, constitute and theories fundations etc; carried on analysis towards the experience and shortage of teaching desin, and studied the teaching design's meaning to chemistry teaching in the high school of the chemistry classroom; studied the classification of chemistry knowledge in the high school, put forward the analytical process and step of the chemistry teaching design according to task analysis on this foundation, and carried on a substantial evidence research at high and grade two. The research expresses as a result:1,students'interest to the chemistry studies in height was not thick; students were unfamiliar to the investigation, cooperation and the independent study on the new course initiates.2,the students were unwell, even have a student having bad impression on the new teaching design at the beginning of the implement.3,students'interest to chemistry study inceased obviously though 5 months of substantial evidence research; they can participate an investigation, the cooperation and independent classroom study actively.4,diversified evaluation method made a lot of classmates get an unexpected progress, its function can't underrate in the education and teaching.Face new course reform, the teacher should be deep to appreciate a new course principle first, then insist these principles in the teaching design. The teachers want to draw lessons from the other people's experience. On the other hand, they want to develop oneselfs creative power, construct an investigation,cooperation,independent chemistry classroom in the high school, combine diversified evaluation and peomote the student's development completely in the biggest degree.