Practice And Research For Senior Chemical Teaching Design Based On Behaviorist Learning Theory

Behaviorist learning theories that the American psychologist Watson create in the early twentieth century is one of the main schools of learning. Behaviorist learning theories thought that the human mind is the result of interaction with the external environment and Behaviorist learning theories can not be ignored. In recent years, the Behaviorist learning theories have certain research in social sciences in foreign language, and were widely used in the field of natural science research, such as mathematics, geography and other subjects. However, studies based on Behaviorist learning theories about senior chemistry teaching design were rare.Therefore, it is very important to explore the effectiveness of Behaviorist learning theories about senior chemistry teaching design. It has important application value on reforming current chemistry teaching methods and improving teaching efficiency.Two parallel classes of students in No.1middle school of Changsha county were studied, taking one class as the experimental group, another class for the control group. With the self-made 《Based on Behaviorist Learning Theories of Chemistry Teaching Design》 as the teaching materials for experimental classes for15weeks of teaching practice, and the traditional teaching design for the control group. Their chemistry test scores before and after the experiment were collected and analyzed by SPSS15.0.The following conclusions were found:1. Different instructional design for higher students chemistry achievement exist significant differences, behaviorist learning theories can effectively improve student performance to design the lesson plans.2. There was no significant effect of gender differences between teaching design based on behaviorist learning theories and traditional teaching design.3. There were significantly differences between students of different chemical basis after teaching experiment of teaching design based on behaviorist learning theories. Excellence students’chemical scores increase obviously better than other students. But there was no significant difference between the bottom and medium students.