Adaptive Research Of Constructivism Teaching Model Based On Classified Instructions Of High School Chemistry Knowledge

As the update of educational concept,the course teaching of primary and junior middle school not just focussed on how to prompte students to master the knowledge and develop the cognitive competence,futhermore,they turned to emphasize develop the other abilities in the process of learning for the purpose of promoting students' development in an all-around way,such as the ability of expression,communication and introspection.However,not each of these knowledge can contribute to the development of various abilities,similarly,not every kind of teaching method can exert the potential value of knowledge.Therefore,it is necessary to discuss the category of knowledge and its' value which contribute to develop the abilities of students,and how to design teaching to exert the value of various knowledge to promote diverse forms of development.The curriculum reform in our country based on the constructivism theory and put forward the corresponding requirements for students,teachers'teaching also should be guided by the constructivism theory orderly.The teaching model which based on the constructivism theory like scaffolding instruction model,anchored instruction model and random access type instruction model not only conforms to the reasonable internal learning mechanism,and it also attaches great importance to external learning processes and activities,each has its particular value.However,reasonable application of constructivism teaching mode must on the premise of knowledge classification and analysis of the adaptability to all kinds of knowledge.Chemistry can be divided into categories based on the characteristics of knowledge logic,such as element chemistry,organic chemistry and chemical experiment,etc.Research about the classified instructions of chemistry knowledge in middle school,more than ever on the basis of the development of knowledge and cognitive ability,there is little literature detailed disscusses how to promote the all-round development of students by classification teaching.In this paper,with literature review,case analysis and survey as the main research methods,classifies the high school chemistry knowledge and analyzes the value of different kinds of chemistry knowledge to the development of students firstly,and then discusses the functions and characteristics of the constructivism teaching model.And on the basis,acquires the analysis of constructivism teaching model adaptability to different kinds of chemical knowledge and the corresponding mode of teaching design,aiming at breaking through the problem of how to give full play to the value of knowledge to promote students' all-round development.This article consists of four chapters.The first chapter basises on the actual investigation and relevant chemical knowledge classification research,discussed the chemical knowledge classification method which conform with the actual education.The second chapter mainly explores three types of constructivism teaching model and its characteristics,such as learning conditions,development value,etc.The third chapter studies the degree of match between constructivism teaching model and different kinds of chemical knowledge on the basis of questionnaire and interview,and the first two chapters research results.The fourth chapter analyzes the instructional design program of constructivism teaching model from a practical point view,that is how to apply constructivism teaching model design teaching of different kinds of chemical knowledge so as to promote all-round development of sutdents,and then presents some case analysis.