Research On Normalization Of Chemistry Class Experimental Teaching In Junior High School

Curriculum reform of chemistry class has been carried out for more than ten years, butthe situation of experiment teaching is not quite optimistic. Some inappropriate phenomenonstill commonly exists in the daily teaching, such as “explain experiment","watch experiment","fill the prescription"," emphasized the result and overlooked the process ","fake inquiry" etc,which seriously cast negative effects on students’ interest in learning chemistry, students’development of peculiar thinking methods and strategy, and students’ chemistry academicability, thus becoming one of the main factors restricting the teaching quality and level ofjunior high school chemistry classroom.This paper is a combination of classroom observations and questionnaires. On the basisof literature research, we compiled the observation scale of "junior high school chemistryexperiment teaching" and the questionnaire of "status of junior high school chemistryexperiment teaching”. A comparative study is carried out, in which take38of junior highschool chemistry classes as observed object, observing from four points of view, namely thefrequency of classroom teaching experiment, the methods of classroom teaching experiment,the purpose of experimental teaching objectives, and the effect of experimental teaching.Along with questionnaire analysis of309junior high school chemistry teachers, we draw thefollowing conclusions:(1) in junior high school chemistry teaching, classroom experimentsnormalized level of teaching should be improved.(2) In junior high school chemistry teaching,there are differences among those schools in different regions in the aspect of classroomteaching experiment normalization.(3) In the junior high school chemistry teaching, there aredifferences among the teachers in different stages of normalization.(4) The video test injunior high school classroom teaching provides us practical teaching resources, but restrictsthe improvement of experimental teaching level.(5) Teachers’ subjective factors are one ofthe fatal elements of the restrictions in junior high school chemistry classroom experimentsnormalization.On the basis of classroom observation and questionnaires, here are a few pieces ofadvice on this issue:(1) Deepen curriculum reform, so as to further improve teachingevaluation and enhance examination-oriented features.(2) Put an emphasis on schoolleadership in junior high school chemistry experiment teaching, and make efforts to improvethe condition of school experiment teaching.(3) Improve the quality of teachers and schoolmanagement through training programs.(4) Develop a variety of teaching resources, such asexploiting the actual needs of supporting experimental video resources, and developing "classexperiment box", which help transfer "fixed lab" resource into a "mobile lab" resource in theclassroom experimental teaching. The purpose of these measures are to provide some usefulreference for promoting teaching experiment normalization and raising the level of juniorhigh school chemistry class experiment teaching.