The Exploration Of Efficient Chemistry Classroom Teaching Mode

" Efficient classroom " means in the class getting the best teaching results with minimaltime and effort. Mainly refers to the teacher improves classroom teaching methods byscientific teaching means and teaching strategy,thus establish student learning confidence,stimulate interests in learning. Always student-centered, the students make progress throughefficient "learning" and the teachers get promotion through the efficient "teaching".As the curriculum reformation and "Long-term Education and Development Plan(2010-2020) years" both put forward new demands on China’s education reform, this studyconstructs the high-school efficient chemistry classroom teaching mode from aspect of thegroup’s construction, guidance case preparation and evaluation mechanism, combined withthe current advanced teaching concept through practical research, classroom observation,questionnaires and other research methods.This study consists of four parts:The first part, question raising, introduces the background of the construction of efficientchemical classroom and significance of question raising. Mainly analyses from the curriculumreform, current efficiency of chemistry classroom and characteristics of physical and mentaldevelopment of high school students these three aspects.The second part focuses on the three famous empirical teaching mode in high schools ofShandong Province,(Dulangkou "10+35" model, Changle two of the "271" model, Yanzhouone of the "big classroom circulation "model), and study the theoretical basis to support thesenew teaching model.The third part describes from the angles the efficient application of chemistry classroomteaching practice. Mainly from the basic procedure of efficient chemistry classroom teachingmodel, efficient chemistry classroom teaching evaluation, construction and efficientchemistry class classroom study group, guidance case preparation, combined with specificcases demonstrates the developing condition of efficient chemistry class.The fourth part, on the implementation of effective classroom teaching chemistryexpanded questionnaire, the effect of the actual data and summarize the teaching reflection,The fourth part, reflect actual data and teaching effectiveness on the implementation ofefficient chemical classroom teaching mode through the investigation questionnaire. Getrelevant conclusions, and deficiencies that may be worth further improving.