A Study On The Implementation Of The Three - Dimensional Goal Of Chemistry Teaching In Junior Middle School

The new curriculum reform has established the three-dimensional target o.f "knowledge and skill", "process and method", "emotion attitude and values".In the psat fifteen years, all kinds of experts,eaching and reaching staff, teachers on the lesson of "three goals" change highlights from the scientific analysis of its connotation and relationship to the strategy about its overall implementation, roughly from two directions are: one is the top-down theoretical discussion and research, this kind of research is mainly focuses on university teachers and researchers of educational theory; another is the bottom-up practical experience accumulation and induction, the body of this kind of research is mostly teachers, And because the research are mostly the summary of teachers’ teaching experiences, so it lacks the establishment of theoretical level and universality.Based on it and combined with the research status of 3D object,choosing the specific disciplines of chemistry, studies the implementation of the three-dimensional teaching goal and combined with the analysis of causes giving some suggestions for improvement, in order to promote the integration of three dimensional theory research and practice research.This paper firstly outlines the connotation, relationship and function for three- dimensional target of junior high school chemistry teaching, clarify the implementation of its basis and principles. Based on these theory that has been overviewed, implementation for the three-dimensional goal of the general standard of junior high school chemistry teaching was constructed,which is certificated mainly through the rationality of target – default, consistency of target-teaching, correspondence of target – development. According to the general standard for building select text teaching statistics, electronic teacher questionnaire survey, individual interview and paper questionnaire survey in four ways for target practice investigation and analysis on the status of implementation, based on the results of the analysis of the actual investigation, we can see that the teachers’ understanding of the three-dimensional teaching objectives have been strengthened.However, many problems still existed in the implementation for three- dimensional goal of the junior high school chemistry teaching, mainly is the lack of consciousness in teaching three-dimensional goal research for teachers, weakness of design in three- dimensional target teaching,teachers’ difficulty in grasping three- dimensional goal teaching implementation process and the singularity of evaluation target in teachers’ three- dimensional goal teaching. The main reasons are the restriction of teachers’ quality, the restriction of students’ subjective initiative, the restriction of the teaching text, the restriction of the traditional teaching evaluation and so on..Based on the analysis of the present situation, this paper puts forward suggestions to effectively implement the three dimensional goal of junior middle school chemistry teaching, and proposes four aspects: teachers, students, text, and evaluation. Something has been suggested for teachers that the chemistry teachers in junior middle school should be able to grasp the correct understanding and scientific teaching in three- dimensional goal, students should can actively participate in and take the initiative to implement junior high school chemistry teaching three-dimensional goal, arrangement of text should be scientifically reflect the requirements of scientific literacy of junior high school chemistry. Finally, the evaluation of junior high school chemistry teaching proposed should be comprehensive and objective, scientific and effective evaluation of three- dimensional target.This paper mainly sorts out and explores the problems mentioned above, hoping to provide some reference for the study of three-dimensional target and chemistry teaching in junior middle school.