Based On Meaningful Learning Theory Of Middle School Chemistry Concept Teaching Practice Research

Education reform is to keep pace with the times, as long as the era of progress, education reform will never stop. Experience in the implementation of the new curriculum reform as the basis, and constantly improve the teaching design optimization, adaptation of society at the present stage, cultivation of innovative talent value to society, under the guidance of the trend, education entered a period of rapid trend, emerge in an endless stream of classroom implementation strategy and mode, whether it is scientific inquiry, cooperative learning, classroom flip. Its main purpose is to cultivate students innovation ability, team cooperation spirit and logical thinking ability. The status quo has led to the lack of some teaching details, the blind pursuit of the mainstream culture and ignore the fundamental cognitive basis, making the teaching effect. In order to meet the students’ cognitive level and accept the new knowledge, to be more influential. The lack of knowledge transfer ability and application ability is a common problem in education today, the reason is that this kind of blind. Pay attention to the students’ cognitive level and structure, and combine with the new teaching and learning, improve the effectiveness of teaching, it reflects the significance of learning theory to the educators.Middle school chemistry concept in middle school chemistry learning, occupies a pivotal position, the meaning of the concept itself is not obvious, more important is extends the concept of value, in the learning process of chemistry, the concept is control variable constraints, application for the scope of variables necessary conditions, so concept teaching effectiveness, affecting chemistry learning result is good or bad.Accordingly, in this paper based on meaningful learning theory, practice research and investigation of the present situation of middle school chemistry concept teaching, by using the method of literature research, the research methods of questionnaire survey method, interviews and teaching experiments, the content of the full text divided into the following parts:The first part, "Introduction", in view of China’s education background is expounded, and summarize the research purpose, significance and main content, and the domestic and foreign about meaningful learning theory and middle school chemistry concept teaching present situation carries on the reorganization analysis.The second part, "theoretical basis", makes a summary of the concept of meaningful learning theory, expounds the conditions and types of meaningful learning theory, and in accordance with the teaching ideas of the concept teaching of chemistry in middle school. At the same time, the theory of constructivism, the theory of human centered learning and the relationship between education in China are described.In the third part, based on meaningful learning theory, middle school chemistry concept teaching strategy formulation, this paper expounds the formulation of the effectiveness of teaching strategies based on the specific strategy of content presentation and implementation of teaching strategies.The fourth part, "the high school chemistry concept teaching present situation research", this research selects the survey object to D high school in J City, Zhejiang province high school grade three class 126 students, as well as the D high school chemistry group teacher. A questionnaire survey was conducted on the students’ learning chemistry concepts, and an interview was conducted on the teachers’ face to face interview, which mainly focused on the concept of teaching and the students’ learning situation.The fifth part is about the effectiveness and feasibility of the development of the strategy of teaching, the whole teaching design, and the evaluation method.In the sixth part, the research results are analyzed and the conclusion is drawn.