Action Research About Dynamically Generated In High School Chemistry Class

Students are full of personality beings, their lives from different backgrounds, cognitive personality differences in the classroom that they will own unique perspective on problems, they will be the angle of approach of Ju modality, of course, generates a number of teaching resources. If we do not generate the sense of concern, a number of resources will be an occasional vertical disappearing, so that the real problem is not effectively addressed and resolved, so that the quality of the classroom will be greatly reduced. Dynamically generated by the new curriculum reform advocated by an important teaching philosophy, which change the traditional teaching about the expense of generating too much emphasis on the situation of default has an important significance.With the continuous progress of the new curriculum reform and in-depth, dynamically generated more and more people concerned about the teaching. Related research can be divided into two categories, one is a case study, and the other is theoretical research, and be able to organically combine the two they are not that much, but not go far enough, and the related research focused mainly on how to deal with pre - and the resulting relationship, on how little concern "value of the dynamically generated", and how around the "dynamically generated value," to carry out effective teaching.Based on that, I chose the "high school chemistry class dynamically generated valuable to the teaching of action research," the subject, from the questions we ask, high school chemistry classroom study of the theoretical basis for dynamically generated, high school chemistry class dynamically generated valuable to the implementation of teaching high school valuable teaching chemistry class dynamically generated effects, conclusions and prospects for further research discussed in five aspects, and to Su Jiaoban "Experimental Chemistry" feature 2 "of material to explore the nature of" Project 2 "The nature of ethanol and phenol" as cases, using Kemmis's "three circle" model, carrying out dynamically generated valuable classroom action research.High school chemistry class dynamically generated to explore the general rules and methods of teaching, as well as dynamically generated teaching on students learning and teachers professional growth impacts. After three years of study, student interest in learning chemistry markedly enhanced approach to learning is also greater emphasis on cooperative learning among students, and teachers how to implement the dynamically generated a deeper understanding of teaching, reflection ability and level of teaching and research has also been definitely improved.