The Application Of Case Study On The Concept Map In High In Chemistry Teaching

Both the chemical course of compulsory education andgeneral high school chemistry curriculum is to cultivate andimprove students’ scientific literacy for the purpose of. Underthe new curriculum, in order to cultivate and improve students’scientific literacy, we should still pay much attention ontraining students to master the ways and means for obtainingknowledge, only to let the students become knowledgeconstruction to cultivate and improve students’ scientificliteracy. However, in the practical teaching of high schoolchemistry teaching, influence study under the pressure, manychemistry teachers and students still for chemical conceptsused traditional teaching method and studying method ofteaching and learning, students actively participate in lessheat or construct their own knowledge network system, to masterthe knowledge of one-sided, low level.Constructivism views ofknowledge: knowledge is a kind of subjective existence.Students’ knowledge construction have active learning,observational learning and symbolic learning three ways. Thereare two kinds of opposite mode of action in the process ofknowledge construction: assimilation and accommodation. Concept map can highly concentrate knowledge, clearly revealsthe real meaning of learning. The concept plan of this cognitivetools into classroom teaching, can be three ways to combinestudents’ knowledge construction, thus the concept map is aneffective tool to promote students’ knowledge construction. Inforeign countries, concept map is an effective strategy hasbeen widely studied and applied, but the domestic research,especially less applied research in chemistry teaching. In thispaper, the high school chemistry teaching in the use of conceptmap to promote students’ knowledge construction this subject.This thesis is divided into five parts.The first part: the problem put forward. This studydescribes the background, the method of the main issues andresearch.The second part: summary of research. The reform anddevelopment of teaching design concept map implication, types,production, development and under the background of newcurriculum.The third part: the theory foundation of the study.Analysis of the theoretical basis of the application of conceptmap in Teaching.The fourth part: the first part analyses the person teaches the version high school textbook compulsory1conceptsystem, and combined with examples to The concept map as thebasis, to design and analyze every key link of teaching design.Key to construct the required1chapter third, chapter fourthelement compound knowledge system as the object of study, theconcept map as guiding ideology, teaching case studiescompleted, combined with questionnaire investigation, analyzethe related issues. Draw an important conclusion: concept mapscan be applied to each link of teaching design, should attachgreat importance to students on the level of concept map infront of the class, classroom teaching, classroom level after.Part5: The summary and reflection.