| Since the beginning of the eighties of the last century, Our middle school chemistry teaching raised questions about the subjects ability. The Ministry of Education launched a new high school curriculum reform early in2001, formulated and promulgated the "full-time compulsory education Curriculum Criteria (trial version)" and "full-time new high school Curriculum Criteria." After10years of practices in early2012revised and issued a "full-time compulsory education Curriculum Criteria (2011edition)." In2010,"Long-term Education Development Program (Trial)" is still put forward to adapt to the individual requirements of the development of lifelong learning. The new curriculum standards for the first time proposed a "process and methods," the goal of this striking highlights. Through the investigation of those practitioners, their feedback following two, First, the "process and method" implied the idea of objective is the important significance of scientific second is "process and method" objective interpretation "vague, general, too macro" no. This allows teachers to understand the implementation of the "process and method" target "both love and hate," or wide berth can not recognize the hierarchical nature and location of the target. The main reason is that some teachers do not fully understand the concept and meaning of "process and method,"; In addition,"the process and methods of target" in the description on the curriculum standards and specific requirements have some deficiencies. Meanwhile, the "process and method" in the implementation process, the specific requirements for the training curriculum objectives in different target capability and research stages of the formation of fresh research. Therefore, the study of high school chemistry course "process and method" is still very important.Foreign institutions and scholars to "process and method" training focus-research science literacy of our scholars to study abroad chemistry chemistry courses and programs were reviewed, we found that study abroad is mainly focused on the scientific literacy explanation and the extent of civic scientific literacy performance, and our country is mainly recommended for curriculum standards "process and method" of understanding and some teaching strategies, but also the level of scientific literacy of our citizens survey. Our data show that international comparisons of public scientific literacy and ranked relatively backward, high level of awareness and some dimension. After the study of the "process and method" objective meaning of academics, values, implementation, evaluation, etc. to collate found that few systems junior high school chemistry curriculum standards and textbook content of the "process and method" targeted content and systems Investigation and study of appropriate teaching strategies.In this thesis is surveying middle school chemistry textbook content and curriculum standards in the "process and method" content and system; according to curriculum standards, the teaching materials in the relationship between the "process and method," the content and system, three-dimensional object, and other relevant interdisciplinary integration, to develop teaching strategies to adapt.To provide teachers the characteristics of the system, between the contents of three goals, the integration of teaching strategies related disciplines,This paper mainly statistics junior high school chemistry the system of process and methods," the system, teaching content analysis, statistics. Find the system and teaching content curriculum standards in the "process and method" in the target system "process and approach". Through the objectives and content of the system analysis, the paper consider that:①Overall curriculum standards described in the "process and method" target requirements; targets cognitive goals, skills, goals, experience goals and objectives of the different requirements of each level; textbook knowledge of logic and student recognition consistent with known sequence, a lso in line with the level of mental development of students. That is consistent with materials prepared by the "three principles of order."②Teaching materials in the "process and method" target system consistent with the curriculum standards.③With the increase of unit number and level of content depth "process and method" target increases, showing a progressive training methods, co nsistent with students’ cognitive development.④Different cell contains "process and method" targets have duplicate content and local level, reflecting an enhanced training approach. This gradual strengthening culture presented in the form of a spiral, helical structure in line with the course.⑤From textbooks in arranging the order of the content point of view, in close connection with textbook knowledge in a logical order and pay attention to students’ cognitive order. For example, in the ninth grade books, textbooks before the "mystery substance" This chapter introduces the closely related human "around the air"-oxygen. Accord from the particular to the general rule.After that they introduced the "composition of the water,""carbon and carbon oxides" is from the particular to the general understanding of the law.In this paper, after surveying system "process and method" of teaching strategies to target some simple analysis, including teaching strategies target system teaching strategies, teaching strategies targeted content, teaching strategies when combined three-dimensional object, the relevant disciplines.The paper suggested that teachers:①When the target system for teaching strategies should be clear and specific "process and method" goal. To accurately understand the system and the teachers ’content’ process and method "of teaching objectives and relevant information content. According to the teaching content, cognitive level, hierarchical, rational develop students’ process and method "targets. Each chapter is what kind of "process and method" target, hierarchical level of each target how, belongs dimension. Finally, there are plans to have reached a level of goals for students to develop.②When teaching objectives for the content,"to collect and hold information" to choose life of teaching content; many choices focus on the choice of teaching resources; gradually guide students."Raise and resolve the problem" type questions to be raised a storm of thinking training."Methods and master plan" to be orderly, targeted for students to develop skills."Participation through the process of inquiry" to enable students to be able to really participate in the activities of scientific inquiry."Communication and cooperation" to provide an opportunity for students to discuss the exchange of students said.③When three goals for integration, teachers should analyze the content of specific teaching methods and other aspects of the development of students’scientific thinking is valuable, to focus on the "process" experience, through observation, experiment, through a series of activities to explore "method" while training to get the "knowledge and skills." Note dig out the contents of chemical knowledge inherent in scientific methods and attitudes and values. Meanwhile in the choice of teaching content should be selected in line with the students’level of cognitive development and the structure of existing knowledge content, so content knowledge, cognitive structure, the level of awareness of the three unity.④When "Process and Methods" target integrated with other disciplines, teachers should learn methods of chemistry on the student has to learn scientific methods, processes and methods of forming the student should be perfect and develop.Due to limited to "process and method" target comprehension, because of time, in some places it is inevitable that the lack of such further refine the choice of suitable teaching methods based on teaching strategies;textbook content to target specific attribution discussions.The hope in the future be able to study and work in its perfection. |
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