The Research On The Application Of “mastery Learning” Teaching Theory In Junior Three’s Chemistry Teaching

Student-oriented basic education new curriculum reform is in full swing in our country. It is a hotspot of research how to improve student achievement and improve students’ ability of lifelong learning. In this form, the "Mastery Learning" teaching theory of Bloom is concerned and researched once again. The "Mastery Learning" emphasizes stratified teaching, teaches students in accordance with their aptitude, pays attention to the timely feedback and correction of teaching and believes almost all the students can master learning. Therefore, it is a good way to improve the teaching quality of education comprehensively.This paper will study how to apply Bloom "Mastery Learning" teaching theory to Junior Three chemistry teaching, especially discussing the role of the core link-feedback and correction in improving chemistry achievement of Junior Three students. Doing a questionnaire survey in a rural middle school of Xinhua, Loudi ——Ketou middle school and a city school of Changsha——Hunan normal university affiliated school of high Gaoxin Experimental middle school to understand the status quo of Junior Three students in learning chemistry. Then selecting two parallel classes in the Hunan normal university affiliated school of high Gaoxin Experimental middle school, one class as the experimental class, another class as comparative class, implementing teaching practice for certain units of teaching in class and after class, and using the self-made diagnostic test questions, lesson plans of "Mastery Learning" teaching mode, formative test questions, corrective material, superior material, etc, making empirical study in a real classroom teaching and under the normal order of teaching. To explore the applicability of the "Mastery Learning" teaching theory in Junior Three chemistry teaching and existing problems, and verify its effect of feedback correction link in reducing chemical poor student and improving the quality of Junior Three chemistry teaching. After the experiment,implementing a test and doing a questionnaire survey, and using SPSS11.5 statistical software,Results show that the implementation of the "Mastery Learning" teaching theory and its core link- the feedback and correction is well suited to Junior Three chemistry teaching; improve the students’ chemistry achievement;improve students’ learning chemistry self-efficacy;let the relationship between teachers and students live more harmonious. Aimed at some problems in the process of implementation: not well balancing the development of excellent students, putting forward the superior study activity; requiring more time, suggest studying in the evening at school or self-study at home; it is difficult to write mastery learning materials, putting forward to taking advantage of cooperation and division of subject teachers.