Teaching Strategies To Improve High School Chemistry Classroom Learning Behavior

In June 2001, national ministry of education issued the《Basic education curriculum reform (try out)》, which opened the 8th curtain of foundation education curriculum reform.《Full-time compulsory education - common senior middle school chemistry curriculum standard (experimental draft)》will be introducted formally. New chemistry course and teaching reform has been seven years time, also made some achievement. However, due to on the education level,some of the old and new problems still exist, so chemistry curriculum and teaching reform still share of strife. As interested in chemistry teaching reform in education workers, need theoretical study in the exploration, to promote the reform of chemistry curriculum and new development of teaching.Taking a secondary school for example,study high school students chemistry class of learning behaviors, mainly based on the following consideration. First, taking the student as the research object. Since the implementation of new chemistry course and teaching reform, people are more concerned about the teachers'factors. However, in fact, in chemistry teaching,the same effective teaching behavior in different teaching objects are often have different teaching effect. In the interaction of teaching,the students is the other important party, so, this article takes the student as the research object. Second, take classes as research carrier. There are two main reasons:firstly, class is the main places of the communication between teachers and students,. Secondly, the classroom is the main place a student studying chemistry. The thesis mainly comprises six components:the first part, mainly introduct the proposing of the problems, research backgrounds and research status at home and nabroad. The second part introduces the related theory and the related concepts. The third part emphatically introduces research process and method. They are respectively: status of high school chemistry classroom learning behavior and chemical level, different grades in mphil students classroom study, and behavioral differences of different class student's in classroom learning behavior differences. The fourth part survey results statistical analysis and conclusions. The fifth part according to the survey research out of the corresponding teaching strategy, develop the experimental teaching. The sixth part conclusion and reflection. By generalizing the questionnaire survey, teaching experiment and grade analysis, the main draw three research conclusion:1. By means of regression analysis, the classroom learning behavior to the result explanation variation that reached 32.1%, classroom learning behavior in a largely affected grades in chemistry. Behavior of positive or not affect grades reached 30% above.2. How does classroom learning behavior affect chemical study, the classroom environment, teachers, teaching method and peer in classroom,these factors,what kind of role playing is still need in-depth study through the classroom observation. Different groups in grades of students have significant differences in classroom learning behavior (except for between good and excellent group), and the bad group have big difference with other group, it have the most negative class learning behavior.3. Our chemistry teaching should begin from students'reality, helping our students creating learning problem situation to help students' study". In the classroom teaching, create appropriate question circumstances can stimulate students intense curiosity, produce cognitive learning environment of conflict, induce students questioned, guess. In teaching process, construct interactive learning,exchange platform, teaching is between teachers and students, live, mutual communication, mutual communication common development process; in the process of teachers and students to share each other thinking, experience and knowledge, and exchange of emotions, experience and ideas, enrich the teaching content, thus reach consensus, sharing, together, make the complement of teaching and mutual development. Full of trust students, give students the opportunity to gain knowledge independent reading. Teachers according to the specific learning content, with students' knowledge level, create benefit students study discussion problem situations, so that students in a self-exploration and cooperation and exchange, the method of master explore the pleasure of experience exploring. Besides, this research also points out the deficiency of, and the future research and further outlook.