Exploration Highlights The Subjectivity Of Students In High School Chemistry Teaching Practice

Quality-oriented education requires us to meet the needs of all students and promote their all-round development. Starting from pedagogy and educational psychology, this article comprehensively expounds, its writer's experience when he was teaching Senior One chemistry. Then he made an effort to give prominence to students in teaching. The article contains three parts.Part One: Theoretical AnalysisIt comprehensively expounds various educational ideas and patterns both at home and abroad. In these patterns, students are given prominence to as the main body in teaching. After expounding Suhomlicky ideas of main body's taking part, Gagne divided the whole teaching process into nine stages according to the information processing pattern of study and memory put forward by information processing psychology. He also told us how to design chemistry teaching process in order to give prominence to students. He did so in accordance with his understanding of Ausubel's theories of structural knowledge and transferring.Part two: Experiment and Research1 : Way of experimenting. In experimental classes, every period lasts not more than 20 minutes, while in contrast classes, it lasts 35-40 minutes and the teacher teaches in a traditional way.2:Teaching process in experimental classes. According to the division of teaching process by Gagne, the writer tells how to reflect the teacher's leading role and the student's main body in chemistry teaching process in experimental classes.3: Experimental Process. The writer tells how he does in every stage of teaching processin detail.Pun Three: Experimental Results and EvaluationAccording to the exam results and the statistics on questionnaire papers, the writer goes deep into the discussion on how to give prominence to students in high school chemistry teaching, and makes some suggestions to improve teaching work.