An Investigation Of The Service Condition Of Learning Case In Chemistry Teaching In Senior Middle School

Learning-case teaching is a teaching methods for promoting students’ active learning.Itbegan to spring up in the classroom teaching in middle school in recent years. Learning-caseis a learning tool or solution, and it is designed in order to guide the students to carry on theactive learning. Learning-case can offer students study background.It can help students withclearing learning tasks and proceeding learning orientation too.In the meantime,it can tiplearning strategies and reference ideas for students, and help students to make a choice anddraw up learning-case.It can provid study "support"and solve learning difficulties for studentsas well.It can also organize the self test and improve the students’ metacognition ability.Itcan guide students to integrate the learning achievement and optimize the cognitive structure.So this study aims to explore how to effectively use learning-case in high school chemistryteaching.Based on organizing the learning-case related materials, and combined with chemicalsubject and teaching characteristic, I compile “The service condition of Learning-case in highschool chemistry teaching” teacher questionnaire and “The service condition of learning-casein high school chemistry teaching” student questionnaire, and conduct a survey among161teachers and311students from Hebei province,and make statistics and analysis aiming at theresults of the survey.Through making analysis of the statistic results of teacher questionnaire,this study getsthe following conclusions:(1)The majority of teachers think “Learning-case” is a kind of“learning proposal”. They relatively understand and approve“Learn-case teaching”.And theyspecially pay attention to the teaching effect of learning-case in everyday teaching.(2)In termsof learning-case design, the majority teachers think themselves as learning-case designers,and think that students just are participators.When learning-case is designed, what is firstlypaid attention to is learning objectives、 key points and difficulties.The source oflearning-case information is mainly network resources.And on the basis of students conditions,they pay great attention to achieving the goals of the knowledge and skills.(3) For the use of“learning case”,most teachers provide learning-case before class,and mainly make use of theteaching method——Taking learning-case as the basis,Teacher guiding,students studying independently.They advocate cooperative learning, and adopt paper and pencil test or writtenwork to inspect student’s learning effect.(4) Not a little teachers think the use of learning-casein chemistry teaching can improve students’learning interest and abilities(Independentstudying ability, Exploring ability and Thinking ability), and can also help students grasp ofthe correct way of learning and form good learning habits.Through making analysis of the statistic results of student questionnaire,this study getsthe following conclusions:(1) And about50%of the students think "Learning-case" of whatthe teachers make use in chemistry teaching is the list of knowledge points.They are moresatisfactory to the “Learning-case” that the teacher issues every time.And they are moreapproved to learn-case teaching.(2)56.9%of the students hope learning-case designersshould be the teachers and students (primarily teachers).In learning-case students pay moreattention to learning objectives、teaching important and difficult points、knowledge points thatare remembered and recited, and so on.(3) The situation that students use learning-case tostudy is not optimistic.37.1%of the students often prepare the learning-case before class.31.5%of the students often use learning-case to review.43.2%of the students often listen tothe teacher in accordance with learning-case.Only46.9%of the students usually spend10to20minutes on previewing learning-case;48.6%of the students think that the use oflearning-case won’t increase their learning burden.(4)Not a little students think the use oflearning-case can improve learning interest and abilities(Independent studying ability,Innovative Thinking Ability,Exploring ability,Thinking ability and Lectures attention), andcan help themselves grasp of the correct ways of learning more effectively,and form goodlearning habits more effectively,too.On the basis of analysing the conclusions of the investigation,I put forward severalsuggestions for using learning-case on chemistry teaching:(1) Teachers should strengthen thetheory study, and deepen the understanding of learning case and learning-case teachin-g.(2)Designing learning-case is student-centered;“Taking the student as the main body”, tocarry out the learning case teaching, and to promote the transformation of teachers’teachingstyle and the students’ learning style.(3)Guiding Students to correct their attitude towardslearning, make full use of learning-case and improve the learning efficiency.(4)Payingattention to the feedback and evaluation of learning-case. Hope that the research can provide some useful reference for the secondary schoolteachers effectively using "Learning-case" in the teaching.