Research Teaching Applications And Strategies In High School Chemistry Classroom Teaching

Since the implementation of basic education reform, inquiry learning not only becomes a teaching curriculum, but also has been employed in classroom teaching of many disciplines because of the introduction of the research teaching based on the inquiry learning."Research-oriented teaching" refers to a teaching idea, a teaching mode and/or a teaching method, by which the teachers help students conduct inquiry learning activities so as to complete a teaching task through proper guidance, presentation and supporting. Therefore, the teacher plays an irreplaceable role in the work. However, we find that there are some imperfect places during the perennial implementation, In order to well implement this teaching thought, and to promote the progress in the education and teaching reform of secondary school and to develop the quality of students’ scientific research innovation, this article describes the application situations of research-oriented teaching in chemistry teaching of high school from four aspects, and put forward several measures solving the issues.In part I, the lack of chemistry classroom teaching in high school during the implementation of research-oriented teaching was described, and the reason for the phenomenon was analyzed. These include:1) Teachers’ theoretical knowledge is sufficient, but the actual teaching activities are insufficient;2) It is very difficult for students to adapt for inquiry leaning and research-oriented teaching;3) the enrolment rate in college entrance examination bring great pressure to teachers. Based on those reasons mentioned above, the thinking about research-oriented teaching is put forward when it is applied in the chemistry classroom teaching of high school.In part II, the concept of research-oriented teaching and its four characteristics such as the guidance quality, certainty and uncertainty, autonomy and practicalness were described. The theoretical basis of the research-oriented teaching was analyzed, and the significance of the research-oriented teaching for the teaching and progress of teachers and students themselves during the application in chemistry classroom teaching in high school was pointed out from the pedagogical and educational-psychology point of view, and based on learning theories of Ausubel’s meaningful learning and Bruner’s discovery learning. Favorable development tendency of the research-oriented teaching in world educational patterns has further been shed light on combined with the progress and research status of the research teaching at home and abroad, which lays the foundation for future applications of the research-oriented teaching in the classroom teaching.In part Ⅲ, three research-oriented teaching designs combined the experimental study of students with teachers’ classroom instructional design were discussed and analyzed as an important part based on the author’s participation in the teaching jobs. Through a thorough analysis of the teaching materials, the extent of knowledge that students master, and psychology of students’seeking for knowledge and growth characteristics at this stage, and from the teachers point of view, classroom teaching activities were designed. The aim is to better help students form a habit of research-oriented learning, to make students be able to form a systematic and innovative thinking mode in the future’s learning and living, and help teachers transform, enrich and educate or foster themselves so that teachers can provide societies all-round-development innovative talents. By comparing the scores and communication with the students in the class in which the two instructional designs were implemented with those in other classes, it can be observed that the scores achieved by the students taking part in this teaching are, as a whole, superior to other classes. This signifies that the research-oriented teaching has played an indispensible role in the classroom teaching of high-school chemistry.In the last part, some difficulties encountered during the research-oriented teaching at the present stage are pointed out. On the one hand, China’s rapid economic growth and the rapid increases in overall national strength are undeniable, and a large amount of investment in education by countries is undoubted. However, China is after all a developing country, and a standing tranditional education and teaching idea can not be completely eradicated in a short period of time, as well as the imperfection of the education system in developing countries would lead to the education policies difficult to be implemented to some extent. On the other hand, the increasingly complicated society will cause the people’s psychological and emotional complexity. Therefore, a lot of issues would arise in the actual teaching.