Research On Teaching Connection Of Elective Courses And Compulsory Courses For High School Chemistry

The elective courses of high school chemistry are very significant components of high school chemistry discipline system. The active teaching connection of elective courses to compulsory courses plays a very important role in the teaching processes of elective courses. This thesis focuses on the teaching connection of elective courses and compulsory courses for PEP Edition textbook of high school chemistry via using literature research method, questionnaire method, interviewing method and case study method based on the research background of new curriculum reform. The thesis states the current research situation and related theoretical basis of the teaching connection of elective courses and compulsory courses of high school chemistry both in the domestic and overseas through analyzing related literature and analyzes the connotation and relationship of the teaching connection of elective courses and compulsory courses for high school chemistry. Through questionnaire method and interviewing method, the thesis investigates the current situation of the teaching connection of elective courses and compulsory courses of high school chemistry, discusses the corresponding strategies of the teaching connection of elective courses and compulsory courses for high school chemistry, and provides the corresponding teaching design cases. The research has shown the existing problems, like exam-taking guide, offside of compulsory knowledge, repetition of elective contents, error cognition of teachers and students for the relationship between compulsory courses and elective courses, actual learning situation ignored by teachers in teaching connection etc., during the teaching connection of elective courses and compulsory courses for high school chemistry. During teaching process, it will facilitate the teaching connection of elective courses and compulsory courses for high school chemistry via employing strategies of knowing students’ interests, thinking characteristic and error cognition during compulsory stages etc. in the course-preparation stage; adopting the teaching model of situation-established, new lessons-imported, old knowledge-deepened for learning situation, problem-driven, cooperative research, contrastive teaching, new knowledge sublimation etc. in the course-teaching stage; and using the method of specific assignments after class.