Analyzing And Empirical Research Effective Factors To High School Chemistry Classroom Teaching

The effectiveness of the teaching idea comes from the western scientific teaching movement in half of the 20th century. After nearly a century of the development and research, teaching effectiveness in theoretical research has made great progress. In the 1990s, the domestic researchers began to study effective teaching. In recent years, the theory of effective teaching study is more in the domestic, but combined with the characteristics of the subject research, especially the study of combining discipline and classroom are still less. Classroom teaching is the main form in school teaching, therefore, improve validity of classroom teaching, must be benefits, effect and efficient to reach the goals that training the ability of students in various aspects. Specific for, should how to improve the chemistry classroom teaching effectiveness? As long as find out what specific factors affecte the chemistry classroom teaching effectiveness, all problems can be solved.In our study, the investigation object is fifty chemistry teachers coming from 10 middle schools in Hunan province and Guangdong province, meanwhile, we used the wrote about " he open questionnaire that effective factors to high school chemistry classroom teaching " to carry on the questionnaire survey to them. Through deep understand and analysis the survey, the influence factor can be divided in 13 kinds. Preliminary got the influence factors about the chemistry classroom effective teaching.And then, "the open questionnaire that effective factors to high school chemistry classroom teaching" to carry on the questionnaire survey to 656 students of five ordinary high school come from the city of Loudi in the Hunan province. With the SPSS11.5 education and psychological statistics software, exploratory factor analysis to further investigate the influence factors of effective chemistry classroom teaching, as well as get proportion of each factor in the whole factors, and eventually determine the influence of various factors to effective chemistry classroom teaching.Finally, according to different chemistry classroom teaching situation, confirming that the situation of chemistry classroom teaching can effectively influence the chemistry classroom teaching of Grade one. The experimental results show that:tall chemistry classroom teaching more efficient which implement effectively chemistry classroom teaching; Based on different chemistry learning of the high student, the effect is different.Research shows that affect factors of effective chemistry classroom teaching to Grade one:the situation of chemistry classroom teaching, teaching design level of teacher, the quality of teachers, learning habit, high school chemistry knowledge, teaching media, learning ability and the difficulty of motivation.