A Practical Study On The Teaching Objectives Of "Process And Method" In Junior Middle School Chemistry Under The New Curriculum Standard

This paper was studied for realizing the "process and method" objective of the new chemistry-course standard, using literature research, questionnaire survey, action research method, and guiding by Dewey’s process theory, Schwab’s scientific inquiry ideas, Bruner’s cognitive discovery theory. This paper mainly included seven parts:Part Ⅰ:The topics were proposed, and the purpose significance, methods and implementation steps of this study were determined based on the analysis of the research progress and the present situation of the implementation of the "process and method" objective. Part Ⅱ:Thought foundation were formed by learning Dewey’s process theory, Schwab’s scientific inquiry ideas, Bruner’s cognitive discovery theory combined with "process and method" objectives. Part Ⅲ:According to some experiences in teaching practice, the questionnaire survey of 20 teachers’ understanding and realizing of "process and method" objective were developed, implemented and analyzed. The results showed that:Most teachers’ understanding of the "process and method" objective was good, but there were still a few teachers paying more attention to the memory of knowledge. Most teachers’understanding of the "process and method" implementation was good in theory, but not in practice. Teachers were facing many difficulties, such as their own lacking of good scientific literacy and injury ability themselves, the inertial thinking of imparting teaching, not enough in-depth understanding of "process and method" objective and so on. Part Ⅳ:The teaching cases were designed and implemented in the classroom by combining the teaching experiences with the "process and method" objective. Part Ⅴ:The questionnaire survey of 75 students’chemical literacy were developed, implemented and analyzed after a semester of studying chemistry for investigating the realization of the "process and method" objective. But there were also some shortcomings. The results showed that:After a semester of study, students obtained some chemical literacy. On the emotional attitude, they loved the chemical experiment, wanted to enter the laboratory on one’s own initiative. To a certain extent, they knowed the core concepts of chemistry and chemical language, and some the chemical phenomena in life. In a given situation, they could make a similar inference to the chemist. They lacked of the consciousness of active exploration and required skills. Their images of micro and macro were not clear enough. Their chemical in life still remained in the memory stage, could not do it to practice. Their analysis of more complex instruments and equipment was not clear. Part Ⅵ:The testing and evaluation of 20 students’ inquiry abilities were developed, implemented and analyzed after a semester of studying chemistry for investigating the realization of the "process and method" objective. The results showed that:Most of the students could operation instrument correctly, but only about a third of the students could point to why such operation. In a study of deeper inquisition ability, only two students could completed the design and implementation the inquiry experiments independently. It showed that the the cultivation of students’ inquiry ability should be strengthen. Part Ⅶ:Teaching reflection. According to this study and the actual teaching activities, the realizing of the "process and method" objective was found not enough. In the future teaching, more efforts must be payed to focus on the process of chemistry disciplines, to adapt to the changes in chemical disciplines, to seek more effective teaching methods, to develop the students’ inquiry ability, and to improve the students’ scientific literacy.