Situational Teaching Research On Promoting Chemical Concept Learning

Chemistry concept is a very important part of secondary chemistryfundamental knowledge, which takes a leading rule in secondary chemistryeducation. However, during the teaching practice of secondary chemistryconcept, many problems exist. Two main problems appear as follows. Firstly,the targeted student can not form a full understanding of chemistry concept,which means they are not able to connect the knowledge they have alreadygrasped to construct corresponded cognitive structure. Secondly, even if they arecapable of understand the chemistry concept, they still have difficulty to applyin the real world. If we want to solve the above noted problems, we must start tochange the teaching method from learning by rote to understanding.The core of this thesis is situated instruction, which can highly promote theunderstanding of chemistry concept. At the mean time, I made a systemicresearch on the teaching stages, features and teaching strategy of situatedinstruction after using the foreign research achievements for reference. I hopemy thesis can assist students to construct chemistry concept and help them toapply in practice, and provide instruction information for teachers in theirteaching practice. There are seven parts of my thesis, which list as follows,The first part is the statement of the selection of the subject. Reasons areprovided from the importance of chemistry concept study, problems existing instudents study and benefits of promoting understanding of chemistry concept insituated instruction.The second part is the review of related documents. The research direction is aimed by arranging and concluding situated instruction at home and abroadand research situation of chemistry concept education in recent ten years, whichwidens my research thinking.The third part is the statement of researching aim and task.The fourth part is the statement of theory foundation of research. I statesituated study which was promoted by Brown`s situated cognition theory, anddiscuss situated instruction and its features derived from situated study. All theabove theory will provide fundamental theory support for the study of chemistryconcept in situated study.The fifth part is about the theory constructure of situated instruction. Therelationship between situated instruction and the specific situated instructionwhich can promote concept study is clarified. According to the features ofsituated instruction, I provide the stages in situated instruction and make adetailed statement of features and teaching strategy in each stage. And analysisof the value and function of situated instruction is added.The sixth part is about the design of situated instruction promoting thestudy of chemistry concept. According to the above theory of situatedinstruction, I make instructional design for chemistry concept included insecondary stage, and apply the teaching strategy in specific instructional design.The seventh part is about the statement of current problems and futuretrend. During the study, I analyze the current problems and look into the futurerevised possibilities.