The Research Of Element Compounds Teaching According To The Situational Teaching

Li Jilin defined the situational teaching as the dialectical relationship betweenemotion and environment, emotion and speech, emotion and reason,emotion and all-rounddevelopment, creating a typical scene, arouse the students’ enthusiasm, get the teachingemotional and cognitive activities together. It has the effect on pioneering thinking,stimulating learning motivation;promote transfer of learning; It plays a role in improveemotion, refine subject awareness. The new curriculum reform initiates teachers create richand colorful situation in the teaching activity, and the situation of material are given in thecurriculum standards, create conditions and provide convenience for teachersactively.Specific to the chemistry teaching in senior middle school, especially in seniorhigh school element compound teaching, because the knowledge of elements andcompounds have the characteristics of various characteristics of knowledge, a mount ofknowledge to memory, easy to remember and easy to forget.Adopting the situationalteaching in the teaching of chemical elements can not only develop the function ofsituational teaching,also can overcome the difficulties of learning the knowledge ofelements and compounds.In this paper, through analysis domestic and foreign scholars research on "situationalteaching", through reading Li Jilin’s papers and monographs to determine the basicteaching mode of Li Jilin’ situational teaching;Through the analysis of relevant research onthe element compound, recognize the characteristics of the knowledge of elements andcompounds,apply Li Jilin’ situational teaching model to the element compoundteaching.Further by choosing appropriate teaching material to use the teaching mode to thereal teaching practice. In this study, we select the representative of “Explore the iron andits compounds’s oxidative or reductive" as an example of teaching design.Through the useof the situational teaching mode, determine the teaching design according to the situationalteaching mode’s requirements.After careful deliberation and revision,finally put it intoeffect in practiced class;At last,we design a series of observation points to observe theteaching activities.We adopt the method of interview to the students to study whether thesituational teaching can play the expected function in teaching. The results show that, thesituated teaching can stimulate students’ learning interests and enthusiasm,It also candevelop students’ thinking ability, students can participate into the classroom better.Students can recognize more clearly about the important role chemistry played in thelife.The teaching mode enhance students’ understanding of chemistry, the clear perceptualknowledge also can help students to understand and apply the knowledge of chemicalelements.