Research On Bridging The Demonstration Experiment And Student Experiment Under The Background Of New Course

Chemistry is a discipline based on the experiment, the experiment is veryimportant for chemistry teaching in high school. Chemical experiment is goodfor the students learning new knowledge, and it is an important way tocultivate students’ innovation ability and practical spirit. Since theimplementation of the new course, the requirements of the experimentalteaching is more flexible, it requires front-line teachers to select theappropriate experimental teaching methods according to the teaching content.There are many types of chemical experiments，which can be roughly dividedinto the teacher demonstration experiment, class experiment and studentlaboratory experiment. Different experimental teaching methods havedifferent effects. Mastering knowledge and cultivating ability for a studentshould use different experimental way. Demonstration experiment can helpstudents to master the relevant knowledge of chemistry, but it is nearly usefulfor the cultivation of students’ experimental skills. The class experiment canpromote students to master the whole class knowledge, and it is also good forcultivating students’ experimental operational skills. Student laboratoryexperiments can enable students to verify the knowledge and to promotestudents’ self-exploration ability, at the same time it can systematicallycultivate the students’ operation skills in the experiment. If we want to use thefunction of chemical experiment and maximize the effectiveness of theexperiment during chemical experimental teaching, we should do better inthese three chemical experimental teaching methods’ connection. However, aview from the current school chemistry experiment teaching situation, most ofthe teachers do not pay much attention to the interface of the differentexperimental teaching methods in the experimental teaching process，when they design different chemical experiments, they do not trying to regardstudents’ existing knowledge or skills as a new growth point, and guidestudents to get new knowledge and new skills from the background of existedknowledge experience and method skills. With this experimental teaching,students cann’t effectively use previous knowledge and skills which they havelearned, so it is not good for cultivation of students’ innovative spirit andpractical ability.In this thesis, using questionnaires and interviews, we investigate andanalysis to Changzhi County high school chemistry teachers in ShanxiProvince, we found that most of the teachers are aware of the importance ofchemistry experiments for chemistry teaching, but we also found that morethan half of the chemistry teachers in the experimental teaching process paylittle attention to the connection of knowledge and skills betweendemonstration experiment and student experiment, it led to big distancebetween what students have learned and what students is learning, as a result,it can not achieve good teaching effect. Secondly, the status of demonstrationexperiment and student experiment in the current chemistry experimentteaching, we made some teaching strategies. For demonstration experimentteaching, first, teachers should pay attention to demonstration skills anddesign it smartly; Secondly, during the presentation teacher should payattention to students’ development and ensure the participation of students;Third, teachers should correct guide students and cultivate students’ allabilities; Fourth, teachers should focus on contacting life and summarizingknowledge. For students experiment, first, teachers should be as much aspossible to promote class experiment and encourage students to explore itindependently; Secondly, in the case of the conditions allowed, we should beas much as possible to carry out students experiment and cultivate students’experimental skills; Finally, the teacher should timely correct students’mistakes and urge the students to use standard operation. When teachers teachstudents in the different experimental teaching methods, they should beintentional to pay attention to the connection between the knowledge and the skills, and guide students to use these knowledge which they have learned indemo experimental to the students experiment, as a result, it allows studentsto get joint between old knowledge, new knowledge and skills.