High School Chemistry Tompulsory And Elective Modules Teaching Research

China began to carry out reform of basic education in 2001. Yunnan Province started using the new curriculum materials in 2009. New curriculum in philosophy courses, curriculum model, content, presentation and other objectives and knowledge have undergone great changes, set a new course for scientific literacy of students want to be further improved. The new curriculum combines basic, selective and times, taking into account the different needs of the students'interest and development. Therefore, in high school chemistry curriculum, new curriculum adopted a new curriculum model, namely compulsory modules plus elective module models, including two compulsory modules and six elective modules.High school chemistry compulsory modules and elective modules forming students' scientific literacy and the overall development of students has an irreplaceable role, both high school education is a very important part. Although the function of positioning and objectives of compulsory modules and elective modules is different, but they are in many respects with the development and continuity, there is a certain convergence of the relationship between knowledge. However, in practice the teaching process is the lack of an effective interface between the compulsory modules and elective modules, thus affecting the effectiveness of teaching high school chemistry, it is difficult to achieve in practice, teaching chemistry curriculum standards and social development needs of high-quality talent. Visible, high school chemistry compulsory modules and elective modules teaching convergence related issues is an inevitable trend, the need to comply with the new curriculum reform.In this paper, compulsory module "chemical energy and heat" and elective modules "chemical reaction and energy change" the content of teaching, for example, through literature review, analysis of connection between high school chemistry curriculum standards, comparing elective compulsory modules and modules, as well as analysis of Yunnan Province entrance exam description of the thermo-chemical knowledge requirements. Then select from the content and presentation of compulsory modules and elective modules contrast similarities and differences, and then clear compulsory modules and elective modules and module objectives and requirements as well as the characteristics of the relationship between the two aspects. Study investigated the current situation and the reasons teachers teaching philosophy, choose teaching methods, grasp the depth and breadth of compulsory modules and elective modules knowledge, selection exercises and how to handle the relationship between exam and teaching aspects, combined with instructional design case to practice.Studies have shown that high school chemistry teacher is gradually understanding and acceptance of the new curriculum ideas, teaching practice and further reflects the new curriculum ideas, teaching methods appropriate selection has shifted to grasp the depth and breadth of knowledge are being rationalized, but also also by way of teaching is relatively simple, in order to test the command of teaching and other negative effects. To solve these problems, we propose to enhance the quality of teaching high school chemistry teachers need reasonable control of the breadth and depth of knowledge required and elective modules, further implementation of the new curriculum ideas, need to grasp the relationship between good convergence compulsory and elective modules, step by step, to scientific inquiry as a breakthrough, the rational use of a variety of teaching methods, examinations and handle the relationship between the various new curriculum ideas, teaching practice is further reflected in the new curriculum ideas.