Based On Acceptance Of The Study And Found That High School Chemistry Required Teaching Materials And Methods Of Learning Theory Research

Modern psychology has a fruitful in students' learing and teachers'teaching, also leaves us a lot of models about information and reference, including Learning Theory of Meaningful Reception proposed by David Ausubel,American psychologist,and Discovery Learning Theory introducd by a U.S. psychologist called Bruner. In actual teaching, which teaching method can be more advantageous to not only teachers' teaching but also students'learing? It was a controversial problem in history. Some people advocated David Ausubel'Learning Theory of Meaningful Reception,as this method was more practical and convenient; but others insisted on Bruner'Discovery Learning Theory,because this method was more conducive to cultivate the positivity and exploration for students,and much more benifit for the development of students. Researchers argued that which teaching method been choosed was closely related with the teaching content.This paper is a combination of these two kinds of psychological study theory. The main content of this paper is to explore appropriate teaching method,through a generalization of Chemistry compulsory textbooks of PEP in Senior One,also according to the key points in the characteristics of the knowledge.This thesis is divided into five chapters. The first chapter is an introduction, firstly proposed the significance of the research project, and pointed out that this study is certainlt useful for teaching aspects between teachers and students.Then we review and summarize these two types of learning theory, and current situation and development in the chemical teaching.Last this article points out the objective, content and innovation of this study.ChapterⅡresearches the basis of theory.It specifically describes Ausubel's Learning Theory of Meaningful Reception and Bruner's Discovery Learning Theory,and compares the similarities and differences between the two theories, at the same time analyzes the strengths and weaknesses about this two theories in teaching.ChapterⅢreviews the knowledge about chemistry compulsory textbooks of PEP in Senior One. This chapter is divided into two parts. The first part firstly proposes the effective connection between the junior middle school and the high school about chemical knowledge.And it hackles the whole chemical knowledge system at the stage of the junior middle school and the high school following three aspects:the summary of chemistry knowledge in junior middle school, the students' cognitive structure,and the connection about chemical knowledge between the junior middle school and the high school.Through these,we can make teachers have a clear understanding and awareness of chemical knowledge structure.The second part classifies and organizes the knowledge points at chemistry teaching materials in Senior One, according to four aspects:basic chemical concepts, basic chemical theory, chemicals and their properties, and chemical experiment.The fourth chapter discusses the implemented strategies about chemistry teaching.By analyzing the intentions and characteristics of the basic chemical concepts, basic chemical theory, chemicals and their properties and chemical experiment,we explore the most appropriate teaching methods,and study the implementation of these two different types of teaching methods.The fifth chapter is a summary and reflection one.In this part,firstly we point out some requirements for teachers according to the implementation of these two teaching methods.Then summing up the research situation aboving and drawing a conclusion:in practical teaching,we should make a mutual combination between Reception Learning and Discovery Learning, and achieve foster strengths and circumvent weaknesses, also flexible choice. But choosing which one must be based on specific circumstances.Last, we propose a reflection of the problems and defects of this study.