Teaching Research Of Compulsory Module(PEP) In High School Chemistry And Relevant Development Of Teaching Case

Reforms of basic education have made demands on high school chemistry education under the new circumstances; consequently, specific implementation issues of the new chemical textbook published by People’s Education Press (PEP) under the guidance of new curriculum concept have become a common topic of concern of the majority of front-line chemistry teachers. In this dissertation, teaching research and case involving the compulsory modules of the new PEP’s textbook for high school chemistry were investigated and developed. The above topic originates from actual teaching and would play a crucial role on teaching. The author combined teaching with research and focused on self-examination of the relevant teaching behavior in actual teaching and research. After combining common theories of education science, psychology, learning science, behavioral science, and teaching theory of chemistry with actual teaching experience, the author analyzed, compared, and summarized the corresponding teaching behavior. As such, resolution addressing a series of problems in the chemistry classroom instruction was proposed in form of teaching case set. The resultant systematical teaching case set concerning the compulsory modules may be a useful addition to the relevant teaching work in high school chemistry and would be conducive to overall improvement of teaching quality in high school chemistry under the guidance of new curriculum concept, as well as to the growth of students’ knowledge and capabilities in all aspects. Also, the outcome presented here would be of benefit to more in-depth understanding of the new curriculum ideas. In this context, after sophisticatedly applying the above outcome in the relevant chemistry classroom instruction, chemistry teachers can elevate their teaching philosophy and, successively, improve their teaching skill and level, which will change wrong conception of "Pressure resulted from busy teaching leads to inconvenience in teaching and research". As such, teaching work and teaching research can be conducted as a complementary mode, which would lay a solid foundation for formation of research-based teachers.