Ideal Study Chemistry Classroom Teaching Strategies

Being an important part of chemistry education, chemical classroom teaching is not only the root the study of chemistry education, but also the emphasis and the difficulty in the reform of the chemistry education. The perfect pursuit of the chemical classroom teaching is to make the classroom both effective and efficient, and at the same time, to realize the concerns of human’s existence and development. Based on the conclusions of teaching strategies of ideal chemical classroom which are concluded through the analysis of chemical classroom teaching, this paper is wanted to provided advices and references for the reform of the chemical classroom teaching and the relevant teachers.This paper is mainly focuses on the features and teaching strategies of ideal chemical classroom teaching. It is composed of six parts, seen as follows:Part Ⅰ is an introduction addressing the causes, the significance and the research methods of this study. The literature review of the ideal classroom teaching is also provided.Part Ⅱ is about the FIAS applied in this paper. There are two theories introduced here. One is about the features of ideal chemical classroom teaching and the connections and differences of four types of classroom formations concluded through the study of the corresponding teaching theories of the classroom formations. They are effective, efficient, live and ideal classroom. The other one is about the introduction of FIAS.Part Ⅲ is about the analysis of ideal chemical classroom teaching strategies, consisting of five aspects. The frist one is classroom atmosphere. The second one is the teaching style of teachers. The third one is about the students’participation. The fourth one is about the chemical experiment teaching. The last one is about the Q&A in the class. Among them, the first, second, third and the fifth one are carried out in the form of quantitative analysis under the direction of FIAS while the fourth one is carried out in the form of qualitative analysis according to the classification of the procedures of chemical experiment which is made by professor Zheng Changlong.Part IV summarizes the teaching strategies of the ideal chemical classroom. In this part, conclusions are made based on the results of the analysis the author have done. It presents the teaching strategies of the ideal chemical classroom and describes the teaching behaviors of teachers in the corresponding strategies.Part V addresses the empirical research of the teaching strategies of ideal chemical classroom. In order validate the concluded teaching strategies of ideal chemical classroom, the author went to a high school, observing the chemical class of a class for one unit. The author videoed three of the class and compared them, justified and verified the concluded teaching strategies of ideal chemical classroom as well.Part VI is about conclusions and expectations. Based on the research findings of the features and the teaching strategies of ideal chemical classroom, the author expect that this paper will contribute to the reform of the chemical classroom teaching and at the same time, the author hope that the researchers in this field will do a more further and diligent job in the future.The findings of this paper are shown as follows:1.The features of ideal chemical classroom teaching are:(1)The development of students is not only include the improvement of the students’ thinking ability but also operating skills of doing chemical experiment;(2)In the class, the emotional exchange between the teachers and students should be friendly, the relationship should be harmonious and the atmosphere should be pleasure;(3)Students take part in the construction of the chemical knowledge, experiencing the procedure of the exploring of chemical science;(4)Teachers should make sure that every student make progress.2.The teaching strategies of the ideal chemical classroom:(1)Teachers should construct free and democratic classroom atmosphere. This requires teachers to drop authority and to respect students’ initiative for learning, process of thinking, and presentation made in the class.(2)Teachers should possess good teaching style and inclination. Teachers should pay more attention to the influences of indirect teaching to the high shool students which is benefit the building of students’s learning initiatives.(3)Teachers should make students participate in the class activity. Ideal class involves both teachers and students, requiring the teachers to be the organizer, guide and counselor.(4)Teachers should provide the opportunities for the students to experience the procedures of chemical experiments. This means that, in the experiment teaching process, the teacher should take make full use of the chemical experiment to cultivate the students’ thinking ability, in accordance with the sprite of science.(5)Teachers should pay more attention to the quality of questions asked in the class. In the class, it is not true that the more the students ask, the better. Actually, the teachers should attach great importance to the manners and ways the questions asked.Through the qualitative and quantitative analysis and comparing, applied relevant methodologies and chemical methodologies, the teaching strategies of ideal chemical teaching are summarized. They can be used to provide references to the study of chemical methodologies and to provide theoretical and practical support for the study of the chemical methodologies impact on classroom teaching. This paper lay particular stress on the teaching practice of chemical classroom, meaning that it is easy for the chemical teachers to understand and learn.The innovation of this paper lays in three aspects. Firstly, it settled the researches of ideal classroom both home and abroad for the first time. Secondly, the features of ideal chemical classroom teaching is concluded through the study of the basic theories of the four types of classroom formations, that is effective, efficient, live and ideal classroom, combined with the features of chemistry. Last but not the least, the teaching strategies are summarized by observing class and the quantitative and qualitative analysis.