Efficient Chemistry Classroom Teaching Mode And Practice

With the improvement of quality education and the establishment of norms school, students have more learning time, such as holidays, weekends and so on. Facing with this reality, educators made a heated research into the efficiency of the high school chemistry teaching. This study is the collection of many theories under the present social environment. Combined with the teaching practice, I constructed the efficient chemistry classroom teaching model of high school.In the practice of the teaching model, we strictly abide by the principle that the student are as the main body, and teacher as dominant. Once the students make rapid progress, teachers can retreat behind the scenes. It abides by the principle of incentive, equality and leads the student dominate their own learning. Finally we guide them students to solve problems themselves. We stressed the importance of developing the students'learning skills and ability. Not only should we impart knowledge to the students, we should also teach them how to digest knowledge. Through inspiring students'internal driving force, we are aimed at achieving the same effective learning efficiency both in class and after class. Our purpose is to nurture students into learning people and balance their overall development and personality development. Therefore it lays a good foundation for them to enter into society.The efficient chemistry classroom teaching model contains three steps and six parts. Three steps mean before class, in-class and after class.Before class:Teachers hand out the guiding paper. First, students preview under the guidance of the teachers, then they solve problems themselves.In-class:(It contains six parts) repeat the learning aims—Memorize and recite—show and argue—stress the importance—Small test—knowledge summary. This is the important part as well as the wonderful scene of a class.After-class:Between groups, every student must review the lessons and prepare for the next class.As for this teaching model, I made a deep theoretical research and put it into my teaching practice. The experimental results were the results of analysis and questionnaires. The results fully prove the feasibility and effectiveness of the teaching model. In the end portion of the paper, I madel a reflection of the possible existing problems in the process of the practice of the teaching model. And I made a forecast about the issue that needs further study.