Research On "271" Efficient Classroom Teaching Model In Chemistry Teaching Application

Since 1960, international more and more attention to the chemistry curriculum reform, many countries and regions carried out research and practice of high school chemistry curriculum goal, curriculum content, the teaching methods and course evaluation and so on. The purpose is to let the course in "academic research" changed to "social learning", and classroom teaching mode changed from "Teacher centered" to "student-centered". In order to make the chemistry curriculum to meet the needs of social development and in accordance with the law of students’cognitive development,from the beginning of 2001, our country is draft to "high school chemistry curriculum standard", chemistry curriculum like a raging fire started the reform stage. According to the education reform in the transformation of classroom teaching requirements, many domestic schools puts forward several prevailing in the classroom teaching mode in recent years. In this paper a kind of teaching model "271" efficient classroom teaching model is studied, which is study on the effectiveness of the implementation of the chemistry classroom teaching, and put forward some feasible suggestions to the difficulties which is encountered in the implementation process."271"teaching model covers three aspects:First, in the study of content,20% of the knowledge is that the students be able to advance payment of teachers guiding case as guidance, through it by autonomous learning.70% of the knowledge the student through it by the group to discuss and cooperative learning.10% of the knowledge the student get by teachers guidance and inspiration. Second,in the student’s composition, a class of 20% of students are a special student. 70% of the students are outstanding students,10% of the students are to be gifted students.The members of the group also follow this proportion. Finally, in the classroom’s time allocation. A class of 20% time for students to study self, autonomous inquiry,70% of the time for the students to discuss, cooperate to explore and show,10% of the time for the teacher’s instruction, class test and summary.This paper base on the present situation of research on the teaching mode of the domestic research, the researcher as a performer and observer, research the effectiveness of "271" teaching mode for one semester. This study based on the constructivism learning theory, cognitive development theory, Dewey’s theory of "learning by doing" and Maslow’s hierarchy of needs theory, and as teaching materials which is organization by the person teaches the version and the guiding case which is version of researcher together with the Guangxi high school chemistry teaching group to the carrier. Select two parallel classes in the high school, one for the control class, the other one is the experimental class. The effectiveness of the "271" teaching mode focuses on the students’ interest in learning, classroom participation, ways of thinking, the students’scientific research ability and learning achievement in five dimensions to reflect.This research mainly adopts the method of questionnaire and interview to collect data. The students’ interest in learning, classroom participation, ways of thinking, ability of scientific inquiry data mainly through before and after the measurement on questionnaire in the experimental class. Learning achievement data is mainly use the chemical pre-test, post-test on the experimental class and the control class students in one semester. In the practice of Chemistry Teaching for a semester, according to the author’s observation and the related experiment data analysis results show that:after implementation of the "271" teaching mode, the questionnaire before and after the experiment the students in the experimental class average score is increased, before and after the test results of T test of P are less than 0.05, the test results shows that there are significant differences. So we can draw such a conclusion:The implementation of the "271" teaching mode, can effectively improve the students’ interest in learning chemistry, the students’ classroom participation, scientific inquiry ability and students’ chemistry learning and way of thinking.In view of the existing in the process of implementation of the reform of teaching mode of the current difficulties and problems encountered in the implementation process, the researchers put forward those following suggestions:① The key to implementation of the "271" teaching model is to solve the problem of good student grouping. In order to full understanding of students personality characteristics, the headmaster can discuss with all the subject teachers to solve this solutions. The implementation of the "271" groups were good, the teaching mode is half the battle.② The preparation of "271" teaching case is must take care of all the students,and the content should not only ease of integration, but also in line with Vygotsky’s theory of "the zone of proximal development".③ The best "271" teaching intervention is the endlessly debate in the students to give a clear conclusion, can also be a time when the students communicate in the group or groups could not be solved by giving them tips, guide them to think, to solve the problem.④ "271" teaching design must to meet the students’ cognitive development model and make clear students must. When the task is difficult, in order to to improve the classroom efficiency and reduce the difficulty of the task, let students have ideas to follow, teachers can first design a part, as a hint to the problem solution.