The Teaching Research On The Connection Between Inorganic Chemistry In College And Chemistry In High School

The courses of inorganic chemistry act as professional foundation requirements or public foundation requirements in the related majors such as chemistry, chemical engineering, pharmacy and medicine. They usually set up for freshman. Hence, the teaching of inorganic chemistry’s courses encounters a host of teaching tasks in connecting with high school’s chemistry:the revise and transfer of related know-hows in high school; the transfer of learning methods such as technicality, inquiry and understanding of college chemistry; the formative education of college learning methods and behavior mode based on self-learning and independent working. Therefore, it reflects that inorganic chemistry exerts the courses’teaching function of enlightenment and foundation. However, there are still various phenomenon such as weak motivation, half known and fulfilled with pass in the real teaching process. The reason lies that failing to take into fully account of the difference and the new characteristics of students, failing to utilize the related theorem of effective learning to guide teaching, pursuing the goal of teaching content instead of students’ personal development in the design and implementation of teaching.In order to stress the above problems, the paper selects’the embedded connection’ in the methods of connection teaching, according to the systematic theory, the learning theory of constructivism, the theory of zone of proximal development and understanding-directed learning. The author combines with research results and constructs the basic principle and teaching strategy in the connection education between inorganic chemistry and high school chemistry. Then, based on the above fruits, the author conducts the research of teaching experiment. Specific process is as follows:The basic principle of the connection education between inorganic chemistry and high school chemistry are:Embeddedness of connection methods, the principle of focusing on the core and the construction of the cores, emphasizing on the design idea of situation-problem-exploration, classroom activities reflect the high-end dialogue, the depth of cooperation and interaction, process and diversified of evaluation process. Based on the above analysis, the author further puts forward the practical teaching strategies:(1) learning the teaching materials before the class and make a perfect knowledge connection;(2) utilizing the strategies of improving classroom teaching, inquiry teaching, self-learning and mind map to optimize the teaching results;(3) implementing the strategy of the summative assessment and formative assessment;(4) remodeling the self-confidence of students and developing individuals’ best learning scheme.Implementing the strategies of concept teaching principles and teaching designing, the paper takes the freshmen whose major are applied chemistry and material chemistry in some college as research objects and establishes the experimental class and the control class. The experimental class uses the new principles and strategies to guide the teaching, while the control class uses the traditional teaching methods. The results show that the students from experimental class is superior to control group in the area of achievement, attitude and ability development.The study shows that teaching principles and teaching strategies of inorganic chemistry, based on the systematic theory, the learning theory of constructivism, the theory of zone of proximal development and understanding-directed learning, have significant functions of promoting students’ learning and teachers’ professional development. In the future research and practice of teaching, we will further in-depth discussion in the areas of the micro process of students’knowledge construction and ability development based on the above analysis.