| Effective classroom teaching has always been the goal for all the teachers andeducators. Traditional spoon-feeding teaching method, that is, teachers keep speakingwhile students just listening, has resulted in low participation of the students, whichleads to the failure of achieving the teaching goals. This thesis attempts to improve theeffectiveness of chemistry class by constructing efficient classroom teaching in highschool in order to make the students improve their knowledge and skills, learningprocesses and methods, and emotional attitudes as well as values.Based on the practical teaching situation here, the study brings local culture andnatural resources into the chemistry classroom. The teaching objectives are achievedthrough establishing study groups, preparing pre-class handouts, creating of teachingsituation, guiding with teachers’ questions, and participating in experiments andscientific evaluation system. Before the class, students are supposed to preview thelessons and have a discussion with their partners. During the class, the teachers give alead-in activity and students present the knowledge, and then discuss the importantand difficult points with their partners with the aid of teachers. Before the end of theclass, a small quiz is necessary to test whether the students master what they need to.At last, a short summary is used to consolidate what they have learned. The main taskfor the students after class is to do self-check and finish the assignments hierarchicallygiven by teachers. The thesis illustrates the teaching model as mentioned above andthen applies this model to teaching practice.Finally, students from two classes participated in the study. The thesis comes to anatural conclusion by collecting students’ chemical test scores and analyzing thequestionnaire on students’ attitudes to learning chemistry and learning ability thateffective classroom teaching pose a strong and positive effect on students. |
PDF Full Text Request