The Research Of Situational Teaching Method In Chemistry Teaching Of Junior Middle School

Situational teaching is a breakthrough point of teaching, which could help students to achieve the"inter-penetration"and"harmony"between cognitive activity and emotional activity, make their emotion and interest always stay in the best state, and prompt them to apply themselves to study, thus ensuring the effectiveness and predictability of teaching.This research subject, starting from the purpose, significance and function of teaching, distinguishes situational teaching from teaching situation, summarizes the situational teaching both home and abroad, and does a theoretical research on the method.This subject mainly classifies the given material of situational teaching in junior chemistry textbook, and, by considering the real situation of the school and students, arranges different teaching situations. In teaching practice, we could create various studying situations according to students'living background, interesting experiments, chemical phenomena, and cognitive contradiction.This research digs into different kinds of knowledge modules and studies the situation design of the same knowledge in different teaching stages, concluding that the concept of new courses should penetrate into the teaching design and teaching activities so as to create situations that could effectively integrate course resources and teaching methods. It is essential that we should create studying situations or conduct situational teaching to help students actively study, cooperate, explore and complete knowledge.