Application Of Unit Structureteaching Method In The Chemistry Teaching In Senior Middle School

For a long time, the development of basic education is far behind the development of society."Exam education" that occupies the main position in the chemical teaching, leading to students’subjectivity and creativity can not be reflected."High School Chemistry Curriculum Standard" emphasizes that teachers should pay attention to cultivate talents who have innovative spirit and practical ability in teaching, grasp the different characteristics of course module, reasonably chose teaching strategies and teaching methods, and guide students to independent learning, inquiry learning and cooperative learning in teaching. In this context, Unit Structure Teaching Method has been used in high school Chemistry Compulsory1, in order to explore a new mode of education in the context of the new curriculum, urge students to study actively, cultivate and improve students’learning ability, lastly leading to maximize the students’learning interest and learning achievement.Based on the researching teaching status and development of the Unit Structure Teaching Method of teaching, the Piaget’s constructivism concept of development and Bruner’s cognitive structure of teaching theory as the theoretical basis, using literature analysis method, questionnaire method, interview method, experimental method and statistical analysis method, the theoretical and practical problems on the Unit Structure Teaching Method have been researched. Based on a lot of documents, some about the Unit Structure Teaching Method’s theories have been researched. Including method’s points, the problem of application, principles of teaching design, and procedures of implementation and so on have been researched. Two classes (experimental class and control class) have been selected to practice in this study. Chemical Elements in textbooks have been selected to study. The results have been summarized and analyzed by using the Excel and SPSS software. The results show that, experimental class students’ learning interest, learning attitude and cooperative learning ability and learning achievement are more increased than the control group. Finally the author sums up the factors that affect the implementation of Unit Structure Teaching Method are students, teachers and teaching managements.