Research On The Effectiveness Of The Review To Junior High School Science

In the process of pushing forward the new curriculum reform and deepening the classroom teaching reform research, people have already waken up to a very important and all-pervading effectiveness problem, that is the teaching usefulness problem. Namely, the teacher teaches hard and the student learns painfully, but the teaching efficiency is still not high and the effect is still not good. If this problem is not solved, even if we have good lesson plans, curriculum standards and textbooks, the teacher is just an armchair strategist. It is difficult to change the current situation that teachers and students are over-burdened and the quality of teaching is low. Therefore, the usefulness problem of new lesson classroom teaching has been earnestly investigated by many education experts and teachers, and the system theory has been gradually formed. However, the usefulness research of review lesson was neglected, and few system theories were formed. Today, in the process of reforming new curriculum, pushing forward the reform of class teaching and promoting education for all-around development, enhancing the consciousness of teaching effectiveness, and focusing on the application of effective teaching methods and technology are extremely urgent and necessary for each teacher. Science is one of the biggest courses in the new curriculum reformation, so its teaching effectiveness seems to be very important. The review lesson teaching is the consolidation and promotion of class teaching, and directly relate to the teaching result.In this paper, based on M. David Merrill's The First Principles of Instruction, Herbart's Educational Teaching and Four Stages of Teaching Methods, and Babanski's "Optimization" Teaching Theory, taking the preparation group as an unit, the research on the effectiveness of the review to junior high school science was done within the scope of whole school by using different methods in same lesson. The following results were obtained by the case analysis:1. The preparations should be done before review lesson beginning:to set order according to chapters, classify according to contents, reorganize knowledge according to special subjects, acquaint with examination elucidation, delve into Test Program, hold to teaching target, understand student circumstance, prepare carefully materials, seek accurately breakthrough points.2. The problems should be noticed in review lesson:to prevent from students to forget quickly, let the classroom lively and interesting, pay attention to the cultivation of enthusiasm and innovation spirit, let students to participate classroom teaching with pleasure.3. The effective strategy of review lesson was established:to guide to establish the research special subject, tutor the research process and pay attention to not only result evaluation and also process evaluation.4. Effective teaching methods were established as follows:the question review method, exercises method, experiment research method, task-driven method and news event(situation) as carrier review method.5. Effective teaching modes of junior high school science review lesson were confirmed as follows:"guiding—encouraging each other—reviewing each other" and "self-organizing communicating each other-integrating and applying-reconsidering and summarizing". Lastly, according to the practice research, the conclusion that different methods in same lesson was the best method to study the effectiveness of the review to junior high school science and the strategy of the question optimization is a better mode to raise the effectiveness of the review to junior high school science was obtained. The suggestion of the review of each chapter to junior high school science (grade 7-9, Zhejiang Education Publisher) was put forward and the teaching courseware was done. It is expected that our research can provide some beneficial references for the teacher engaged in teaching and advance to junior high school science teaching.