Research And Practice Of Situational Teaching In High School Chemistry Compulsory Module

With the development of education, many new teaching methods have been put forward under the concept of the new curriculum. Situational teaching, as one of them, has gained widespread attention among teachers and experts. Thus, taking the chemistry textbook in senior high school as an example, this thesis discusses the theories about the function, principles, misunderstanding and situational creation of situational teaching in details. And the design of the creation of the situation in the classroom is conducted as well as tested. After a semester’s practice and research, there comes the conclusion:the teaching effect of situational teaching is far more satisfactory than that of traditional teaching; situational teaching is conducive to the chemistry teaching in Senior One. This thesis then further proves that applying situational teaching to chemistry class in high school can effectively promote students’learning as well as teachers’teaching, thus ultimately reaching the goal of building a harmonious classroom and teaching in harmony. The structure of this thesis is made up of five parts as follows:The first part is the introduction, which gives a brief presentation of the background of the topic, the current research situations in and abroad, the problems existing and the significance of the thesis.The second part mainly displays the relevant theories about situational teaching. Some related concepts are defined, such as situation, teaching situation, situational teaching, etc. It also present the theoretical basis which support the thesis, such as the theory of constructivism, the theory of the zone of proximal development and the theory of brain science. Then the principles, misunderstanding and functions of situational teaching are described.The third part is about the research and teaching practice of situational teaching. According to the function and status of the compulsory modules as well as the psychological characteristics of Senior One students, the necessity of implementing situational teaching is analyzed; methods and cases of creating situations and collecting materials are introduced.The fourth part shows the analysis and discussion on the results of the experiment. To make sure the relevance and effectiveness of the research, the author chooses the experimental class and controlled class respectively in the actual teaching, using situational teaching and traditional teaching methods in these two classes during the experiment. Before and after the experiment, questionnaires about the learning interest in chemistry are carried out in the two classes, which compromise five aspects:the value of the course, course content, classroom teaching, way of learning, and chemical experiments. Then the test scores of the two classes are collected and analyzed by using the research methods of Markov chain analysis and SPSS.The last part states the conclusion and reflection. The study is summarized from the aspects of the teachers and students respectively. In view of teachers, situational teaching has changed their teaching ideas and helped improve their teaching ability; as to students, their interest in learning chemistry has been improved and their way of learning has been elevated.