Constructed Based On The Basic Concepts Of Chemistry Teaching Design Research

The basic concept of senior chemistry is the important content. The research on the basic concept of senior chemistry is the requirements of both the conversion of the chemistry educational purpose in modern times and the fulfillment of the new curriculum. It also reflects the inevitable needs of the new curriculum reform and the class-teaching reform. The research will accelerate the students'development and the class effect.Senior chemistry teaching should help the students set up the basic chemistry concept, which is the first aim of teaching;Teaching aim must be fulfilled by systemic teaching design;Teaching design will promote the teachers'teaching level.This thesis discusses how to design senior chemistry teaching based on the construction of basic concept and how to put it into practice. The chemistry basic concept possesses phase, diversity, dynamic, and stability. The form of the basic concept of the senior chemistry needs a long time. First, the chemistry knowledge is the carrier of basic concepts, on which the students base their understanding. This kind of understanding is the original one of the concepts that they meet, which we call basic understanding. Students use this basic understanding in the practical situation and continue to complement and modify it. When students can succeed in solving practical problems in most of the situations, the basic understanding will form the structures which support each other, and they will form comparatively stable concepts. The phase can be divided into the foundation, framework and form of the concept.In teaching design, we put forward the teaching design model which includes distinguishing from basic concepts, formulating teaching aims, compiling basic understanding teaching activities and basic evaluation design,according to which model the class teaching design and the unit teaching design will be put into practice.The research indicates the teaching design on basic concepts is effective and challenging, which is in favor of students'ideation of surpassing facts and deep understanding.Of course, for theoretical and practical teaching design, our research is still in the experiment phase, and many ideas need further research; but for the attempt of chemistry teaching design mode, our exploration is beneficial, and we believe this exploration will appear in front of us by profound methods.