Research On Application Of Theory In Chemistry Teaching Design Analysis Task

Nowadays, competition in the world has become more and more intense, the nationalcomprehensive strength competition is the competition of talents and education fundamentally.Therefore, at the beginning of2001,our country launched a new round of basic educationreform. The new curriculum reform focuses on people-oriented and comprehensivelypromoting quality education. As the key to human progress, Chemical has an irreplaceablerole in the quality-oriented education and the improvement of the learners’ scientific literacy.For chemistry teaching, chemistry teaching design is an important part of the influence ofchemical teaching results; task analysis theory is the communication of teachers’ teaching andstudents’ learning important bridge, and using the theory of task analysis for chemistryteaching design is advantageous to the scientific teaching design.This thesis includes seven parts, the main contents are as follows:The first part, to clarify the cause of the selected topic and the significance of the researchcontent.The second part, reviewed from two aspects——task analysis theory and ionic reaction.First, traced the origin and development of task analysis and the research of task analysis inour country, define the task analysis theory content, and made detailed discussion about theapplication of task analysis theory in the teaching. Secondly, the existing "ionic reaction"teaching design is studied, comparing the teaching aim, teaching difficult point and way ofthinking, and learn a lot of beneficial enlightenment.The third part, the purpose of the research, task and method.The fourth part, the theoretical foundation of the research. Mainly use study resultclassification theory and professor BiHuaLin chemical classification result as reference, andexplain the content of the theory on the basis of analyzing the tasks in detail in this paper.The fifth part, the task analysis theory was applied to ionic reaction. First of all, analysethe teaching content of ionic reaction in detail from the knowledge content, the curriculum,teaching material arrangement and concept map; Secondly, explore students’ knowledge baseon the ionic reaction and phase of the existence of heterogeneous by analyzing designdetection tools and implements, questionnaire; Finally, on the basis of the first two aspects,analyzed the type of knowledge and learning conditions of "ionic reaction", the studentbeginning ability and can-make target.The sixth part, the teaching design. On the basis of task analysis of ionic reaction, presentthe specific teaching process.The seventh part, summarize the research conclusion and put forward the problem need to solve on the basis of study.This paper combines the teaching design with ionic reaction, put forward teaching designof ionic reaction based on task analysis theory, aimed at by task analysis theory in a specificchemistry class-the application of ionic reaction, present train of thought of task analysistheory, finally to achieve an aim of optimizing chemistry teaching design and improving theeffect of the chemistry class teaching.