The Modeling Research On Knowledge Of Element Chemical Compound In High School

At present, with the deepening of the curriculum reform, a variety of teaching mode emerge in endlessly.Any kind of teaching mode build up are based on some kind of teaching ideas, teaching theory, can be used for teachers in actual teaching activities for the operation, the simple , complete model.However, the teaching model is not a simple, mechanical applied, and only for their own models to build, that is "building a model", teaching model can be make the commitment to teaching theory, teaching practice under the function. "Modeling" is to "use mode", "use mode" is to "stripping", when building up its own teaching mode based on a teaching theory , and becoming conscious of the teaching behavior of teachers and learning self-conscious habits of students t this time,it can be entered from the model of education and teaching of the realm of freedom.Under the guidance of theory,the research method used in this study with a high school chemistry teachers to model H collaborative research.To be more specific in this study, we chose this type of knowledge as elements and compounds modeling vector and knowledge of teaching modeling elements and compounds. According to different experiences of both H teacher,s and my background,the researchers defined I as a novice teacher, H teachers are judged to be expert teachers.I, choosed constructivism, situated cognition theory, experiential learning theory as basis of the theorety,choosed established teaching goals, knowledge of the learning process elements and compounds, elements compounds affect the conditions of knowledge and learning, based on the basis of students to construct knowledge element compounds "experience----explore "teaching mode.Through the implementation of the adjustment, the final element of compounds to form a stable knowledge "experience - explore the" teaching mode, and the corresponding implementation strategy. H teachers based on their years of experience and the theory of reading to students knowledge of the existence of elements and compounds the problems in conducting classroom instruction. Researchers through the analysis of H Record classroom teachers, to extract H constructed different class teachers (new courses, recitations, exercises course) teaching the elements of compounds. Finally, the effect of teaching on both the implementation of statistical analysis showed that: both the researcher himself or H class teachers teach all students to score better than the same chemical class level, and teachers to teach classes in H results with the same level class There was a significant difference; researchers and students in the class H of teachers teaching a general increase in interest in chemistry learning, students receive a positive experience, learn to choose to learn. This shows: whether expert or novice teachers, if consciously to implement teaching through modeling, the effectiveness of teaching have much improvement. However, the expert teachers to implement application-specific model of the effect of better than novice teachers. Therefore, we need to further study the differences in"modeling, with model" betweet expert teachers and novice teachers.While collaborative research, qualitative research methods to teachers on the teacher H modeling process and the form of self-reflection by the researcher showed the behavior of the real process of thought on many different forms of teacher modeling , to further explore the difference on buiding mold and using mold betweet the novice teachers and expert teachers .Teacher H readme personal experience and researchers on the H teacher observations and interviews with the modeling process, understand the teacher H in the process of modeling change , on self-reflection by the researchers found that the macro model in the same situation, the expert teachers often be able to automatic use of a variety of micro-models to adjust teaching, novice teachers is the use of mechanical theory, theory and practice can not be an effective link.This study concluded:(1) model to benefit both teachers and students.(2) construction of knowledge on teaching elements and compounds is based from the point of the model, followed the corresponding element of the principle of knowledge modeling compound.(3) macro-model in the same circumstances, the expert teacher's success is that they can more effectively use a variety of micro-models.(4) teaching model: In addition to the express model, there is tacit model. Expert teachers have more tacit models, need to have certain educational theorists to summarize, abstract, refined.(5) expert teacher is a learner, a better theory will then be applied to solve the practical problems of the learners. The novice teachers in the use of theoretical study and practice are often disjointed, unable to establish an effective link between the two. (6) modeling method in practice to explore and discover effective model is to make science education from the experience to an important way.Finally, for novice teachers modeling study, promote the professional development of some specific, workable proposals, looking forward to the research can lead to front-line teachers, the researchers attention and importance.