Research On Chemistry Review Lessons Based On Task-driven

Review is an essential component of teaching.Review lessons are one of the keysclass type.The purpose of chemistry review lessons is to enable students to make thechemical knowledge organized, to develop students，understanding and application level ofchemical knowledge, to cultivate the abilities of students in all aspects.Unfortunately,chemistry review class has not been sufficient attention for a long time.Most of the highschool chemistry review lessons are still using Teacher-talk teaching methods which arelack of teaching design.Students are enclosed in a passive state, they rarely participate inclasses, the review efficiency is always a low level.Task-driven chemistry review classesdevelop the relationship between teachers and students.Students are given full autonomyin the review classes. By the means of thinking, communication, discussion and summary,students complete the driven tasks one by one to promote the conduct of classes.Studentsunderstand the meaning of chemical knowledge deeply in the process.The ability to locateproblems, analyzing problems, solving problems get a workout in the process as well.On the basis of the overview of domestic chemistry review lessons study, this papertry to build task-driven chemistry review classes teaching design mode，and conduct apreliminary study of teaching practices.This paper has seven parts:The first part, illustrated the reasons for selecting this thesis.The second part, summarized the overall situation of review lessons study and thelearning tasks study.The third part, putted forward the purposes, tasks, and methods of this research.The fourth part, analyzed the affiliation between task based learning theory andchemistry learning tasks, built the task-driven chemistry review classes teaching designmode, detailed described the theoretical basis of the model.The fifth part, based on task-driven chemistry review classes instructing design mode,takes electrolytes and ionic reaction review class for an example to analyse the instructional design process.The sixth part, conducted empirical research.Designed research method, testindicators and measurement tools to conduct contrast teaching between experimental classand control class, conducted a questionnaire survey and student interviews after teaching,analyzed the academic achievement and interest in learning.The seventh part is the conclusion and reflection.Summarized the achievements ofthe research, analyzed the problems which are discovered in the research, cleared thedirection of future work.