Research On Teaching Strategy Of Students’Chemistry Learning Ability Under The Guidance Of The Situation Theory

The new curriculum reform has been carried out for more than ten years, under the influence of the reform, people pay more attention to the impact of social development on school education, study the advantage of curriculum reform abroad, combined with various teaching and learning modes, inquiry the teaching strategies that can be used to improve the students’ comprehensive quality. Among them, ability is a central problem in education, the put forward of three target provides detailed index for the ability target, in process of implementing the three dimensional goal, an important aspect wins everyone’s attention:students are the master of learning, teaching should contact the world around students, and develop the knowledge that related student life closely. This relates to the situational theory of basic teaching view and it is the core topic of the course reform at present, and it worth the majority of teachers to summary and improve in their teaching and practice.In this thesis, the author made an analysis on the chemistry learning ability, put forward to the new curriculum syllabus of chemistry learning ability:the ability of information processing based on chemical, chemical problem solving ability, chemical experiment and exploring ability. Ability is not accomplish at one stroke, ability is not once teaching can solve, under what circumstances and using what kind of teaching methods is the most effective way to improve ability is the main problem to solve. With a lot of document reading and analysis, based on the theory of situated cognition, the situation view of humanism and constructivism situated view, combined with analysis of high school geography chemical textbooks and curriculum standard, the thesis finish a lot of material that can be used for the situation, while explores teaching strategies based on the situational theory, and then has carried on the questionnaire survey. Based on these, the thesis consists of six parts:The first part, the introduction, on the back ground of lifelong learning and the era of quality education, combining the actual observation and experience in middle school, the author puts forward a practical problem, that is the contradiction between the common understanding of the ability’s importance and the weakness in cultivation——teachers know the importance of student’s chemical learning ability but in practical they do not well, then demonstrate the feasibility of the situational teaching and learning can solve this problem. At the same time, this part introduces the main purpose of this study, the main research methods and the research significance.The second part is the literature review, mainly includes the literature review of chemistry learning ability, chemistry teaching strategy; and difines the concept of chemistry learning ability and chemistry teaching strategy.The third part is the theoretical foundation of the thesis, introduces the several typical theories of situated teaching:the situated cognition theory, the situation view of humanism and constructivism.The fourth part is the main part of the paper, based on the analysis of theory, and the ordinary high school chemistry compulsory textbook and the curriculum standards, the author classifies the situation and extracts the situation material, then under the guidance of the theory, the author constructs training strategy of the ability of processing chemical information, the ability to solve chemical problems and chemical experiment and inquiry ability, a large number of teaching cases follow as the support, and provides theoretical and practical reference for the teachers’ classroom teaching.The fifth part is the questionnaire survey, investigating the teaching strategy proposed by the author to design the questionnaire, the conclusion is that the investigation objects are basically by the attitude of the teaching strategy, provides the reference for the implementation for the strategy, and also proves feasibility for the teaching strategy based on the situational theory to cultivating the students’chemistry learning ability.The sixth part is conclusion or self reflection part, the author summarizes the main conclusion of the research, the basic completion of the expected objective, and points out some shortages in the research and the writing which can provide clues for future improvement.