An Empirical Study: The Impact Of Life-oriented Chemistry Teaching Of Vocational School On The Leanring Interest

The new vocational curriculum reform has set the goal that chemistrycurriculum should be closely connected to real life, strengthen the relations betweencurriculum contents and practical production, and emphasize students’ experience,interest and scientific literacy, laying a solid foundation to enhance students’comprehensive abilities and life leanring skills’, in order to accelerate Chinaseconomic development, and improve the level of people’s material life. However, thecurrent chemistry vocational education still exists the following problems: little lifecommon sense or knowledge in chemistry teaching materials; students’ growinglearning weariness; the low enthusiasm implementing teaching into daily life amongchemistry teachers of vocational school, and very few emphasis on chemistryteaching in vocational schools. Thus the reform of chemistry teaching is imminentshowing that only through connecting the course with real life, can we achievevocational education target.Accessing to a large number of literatures, this study analyzes the currentdomestic and foreign teaching situation, summarizing the three strategies of teachinginto daily life according to the predecessors’ research: creating life teaching situation,adding the life common senses or knowledge to the teaching contents, strengtheningthe life teaching with activities as carriers. This study selects the second way withthe teaching adaptation or life-oriented teaching in the contents, analyzing the effectsof chemistry teachin’gs adaptation to real life on vocational s*tudents learninginterest.In order to prove that life-oriented chemistry teaching can improve students’interest in chemistry learning, setting the author’s two classes of students as samples,this study took quasi-experimental method, dividing the two classes into theexperimental group and control group in a semester, one for life-oriented teaching,and the other the traditional teaching. Before the experiment, to better carry outchemistry teaching into daily life, through the secondary development of originalteaching materials, the author adds the knowledge of life to chemistry calculation,chemical experiment, elements and its compounds, organic compounds, chemicalprinciples, designing the teaching links meticulously, in order to improve thestudents’ interest in chemistry learning.In addition, to better the teaching experiment of chcmistr\" teaching adaptation,and reflecting the impact on the learning interests, this study breaks down thelearning interest into the two secondary indexes: learning attitude, learning mood.Decomposing the learning interest to triple operation index, this stud〉designed thequestionnaire, tested the experimental group and control group respectively beforeand atfer the teaching process. Getting the two groups’ measuring results before and after, this study deals with the comparison and analysis; Secondly, according to thecurrent vocational chemistry teaching materials, the author prepared the same test forthe experimental group and control group respectively, comparing and analyzing thedifferent results.According to the same test of chemical knowledge and results of vocationalchemistry learning interest questionnaire, this study may get quantitative researchingconclusions as follow:1.The life-oriented teaching of vocational chemistry has extremely significanteffects on students’ learning interest.2.The life-oriented teaching of vocational chemistry has extremely signiifcanteffects on studying the knowledge of chemistry.The researching conclusions provide a paradigm for the future research onlife-oriented teaching.