The Research Of Practices On Activity Teaching Into Chemistry Teaching In Senior Middle School

With the deepening revolution of chemistry for a new curriculum, voices for that education should develop both the students’creativity and practical capability become louder and louder, yet the traditional teaching methods can’t meet this goal. Therefore, it’s necessary seek for a new one. And the core of this curriculum is to put students first. That’s under the concept of new curriculum revolution, to take different approaches to press ahead the changes of students’ learning habits and learning methods, thus enhance their interest in study and improve their grades. Also, by doing so, we aim to develop the students’capabilities in cooperation, finding out problems, analyzing the problems and solving them.Activity-based teaching is popular for its autonomy, subjectivity, practicalness and openness in this campaign. Various teaching activities will be beneficial to develop the students’creativity and practical capability and in a way boost the students to learn on their own. As a result, they will actively get involved in the class and be more critical-thinking on their learning of chemistry, and they will therefore lead to comprehensive development. This paper tries to put the activity-based teaching theory into practice through studying all the related content. And it also aims to strive a balance between the mentioned theory and the reality of chemistry teaching, in order to realize efficient chemistry teaching. The writer of this paper does this in a hope of being helpful for other chemistry teachers.This paper is divided into the following6parts.Part Ⅰ,to state the writing background, current research of this topic at home and abroad, the goal as well as its significance, and the research methods.Part Ⅱ, this part will mainly focus on the connotation,concept, and basic features of activity-based teaching for chemistry, with special attention paid to an all-round description about the supporting theories for this paper from curriculum theory, teaching theory, psychological theory as well as cognitive theory.PartⅢ, survey. In this part, the author will deal with the survey concerning the chemistry teaching activities of senior1students, aiming to find out their attitudes towards these activities and what kind of teaching activities they like most.PartⅣ, after the above survey, the writer will analyze and explain the problems arousing from the research. Basing on this, she will further discuss the necessity of activity-based teaching, and set up five principles for it, namely, goals, practicalness, subjectivity, applicability and fun. Besides, various teaching activities will be added. Yet, strategies for these activities are needed. For this purpose, four basic strategies are put forward by the author. That’s to combine knowledge with activities, to enhance knowledge during teaching activities, to pay attention to the communication between students and to transplant knowledge in the activities.Part V, in this part, after making the principles and strategies, what the writer needs to do is make further study from its object, content, methods, research variables, the way to collect statistics, the analysis of the experiment results, typical teaching video and reflection.PartVI, to sum up the what can be achieved in the research and possible-rising problems. It has been proved that it is effective to improve students’grades and comprehensive abilities, to stimulate their interest in chemistry and to advance their learning habits by activity-based teaching.