"Learn Before Teach" Teaching Mode In Chemistry Teaching Of Junior High School Study

In today’s world, with the rapid development of science and technology, international competition is becoming increasingly fierce. At the same time, the overall quality of workers reflects a country’s comprehensive strength. In order to adapt to the development of the times, the new "Compulsory education curriculum standards for Chemistry " which persists the advantages of the traditional junior high school chemistry education is closer to the students’ life experience. What’s more, it emphasizes that learning is an active process of constructing knowledge. It also pays more attention to students’diversified development and the training of the students’ innovative spirit and practical ability.How can this concept be reflected in teaching? According to the careful analysis of the author’s teaching experience, the author thinks that "Teaching after learning" mode is an efficient way to solve this problem. This kind of teaching mode means that teachers should create favorable conditions for students to study the issues and try to get familiar with the basic knowledge voluntarily before teaching in teaching process. Based on teachers’questions or requests, the students can complete this step by many different ways, such as previewing, thinking individually, cooperation, and experiment etc. Students learn first and then teachers teach. Students’learning motivation and teaching efficiency can be remarkable improved with the help this teaching mode. It also can promote students’ability of researching and self-study.Combined with the author’s own teaching practice, this paper conducted a comprehensive analysis about the research topic. It introduced the features of ’Teaching after learning" mode. And then, it explored the importance of carrying out this kind of teaching mode in junior high school chemistry teaching. It also explained how this mode was adapted in the experiment teaching in junior high school chemistry teaching. Finally it put forward the author’s point of view by analyzing experimental data.