The Teaching Design Of High School Chemistry Network Courses Based On The Blog

With the rapid development of computer technology, multimedia technology, communications technology and network technology in today’s21st century, our school education is changing into internetizing and virtualizing. Under this background, it’s an urgent request for the teachers to use information technology to design curriculum resources on the Internet, and combine the new information technology with school subjects. In order to train highly qualified personnel able to adapt to the needs of society in the21st century. Besides, as a series of foreign network curriculum model (WebQuest, Blended Learning, Just-in-time Teaching) were introduced into China, our experts and scholars began to study these modern mode and design teaching cases. These patterns mostly used in colleges and universities curriculums, while seldom applied in secondary school teaching practice. Take WebQuest for example, creating the web pages is an difficult technical problem for subject teachers. What’s more, the page is lack of teachers and students’communication platform.Blog has a very wide range of applications in education. On one side, it can solve the problems of web page rendering in the teaching process. On the other side, it provides a platform for the communication of teachers and students. Most importantly, Blog is easy to operate for many people. Teachers can also use the blog to monitor and guide the students’learning. Blog is able to meet the actual needs of the curriculum in high school chemistry teaching. So, this paper proposes to study the subject:The Teaching Design of High School Chemistry Network Courses based on the Blog.The paper is divided into five parts. The first part is the background and significance of this research, followed by an overview of network courses and blog. Next, put forward the content and methods of this study. The second part talks about five aspects of the theoretical basis of this article, and described the revelation of the theoretical basis for this study. The third section discusses the general pattern of online course development and high school chemistry online course development process. The fourth part includes three teaching cases, which based on the WebQuest mode, the Blended Learning mode and the Problem-Based Learning mode. The fifth part of the study is a summary and reflection.This article, The Teaching Design of High School Chemistry Network Courses based on the Blog, is able to put forward a new mode to combine information technology with curriculum for high school chemistry teaching practice. This mode can adapt to the needs of different teaching situations.