The Engagement Study About Mid Chemistry Teaching Content At The Three Stages

Since 2001,National curriculum reform of basic education was carried out.Great changes have taken place in the concept and mode of the new curriculum and the change of curriculum structure is particularly significant.High school chemistry curriculum contains 2compulsory modules,6 elective modules and adopted the “compulsory + elective” mode.The whole middle school chemistry curriculum is arranged according to the three stages of the compulsory,compulsory and elective stages.In the three stage,the arrangement of the content of knowledge is not a single arrangement of each knowledge plate or the straight rise from easy to difficult but the basically same in each stage of the teaching content in the coverage,width,breadth,knowledge points,the represent of three stage of the main knowledge points and spiral upward trend of the depth of subject teaching content.The first stage of junior high school compulsory section is the entry stage.All knowledge points are exhaustive,but each knowledge points are relatively simple to understand the main.The second stage of high school chemistry is the development stage which contains two modular.The teaching content pays more attention to the construction of knowledge system.The third stage of high school chemistry elective section for personality development stage,which contains a total of different directions of the 6 modules and emphasize the promotion of science literacy.With the deepening of curriculum reform,the problem of teaching convergence is become more and more prominent.The purpose of this thesis is to carry out the research on the design of the three stages teaching content cohesion strategy in the middle school chemistry compulsory section.This paper is divided into five parts:The first part discusses the research background,it puts forward that only the middle school chemistry compulsory,compulsory,elective teaching contents three stages of organic connection,in order to improve the effectiveness of teaching ideas,and summarizes the research status at home and abroad in this aspect,the research methods and significance of this paper.In the second part,the author defines the concept of this research,makes an analysis of the cognitive structure transfer theory,the theory of Proximal Development Zone and the guiding role of Constructivism Learning Theory.The third part discusses the construction of the teaching content cohesion design system,through the questionnaire and statistical analysis of the interviews,summed up the currentsituations and problems of the middle school chemistry teaching in the three stages.At the same time,combined with the comprehensive analysis of the three phase of the knowledge content of the compulsory section of the middle school,the compulsory section and the elective section,the paper Points out the principles of the design of the teaching content cohesion.(a)the principle of gradual and orderly progress,(b)the principle of effective transfer,(c)the principle of timeliness,(d)the principle of promoting learning by interest.At the same time,the paper also puts forward the methods of teaching content design.(a)Retrospective import,(b)Contrast heuristic,(c)Application migration,(d)Model-building method.In the fourth part,the author points out the general steps of the teaching design of teaching content,combines the teaching practice experience,applies the research results to the example,selects the representative two sections of electrochemistry,carries on the design of the teaching content,and further summarizes the gain and loss.The fifth part further summarizes the research results,through the classroom teaching activities of students in the classroom and the reaction of the test teachers,we can see that the design of teaching content cohesion has the following effect.First,the review of the old knowledge,student learning enthusiasm and initiative to respond strongly,the vast majority of students to enhance the sense of achievement,learning interest is stimulated.Second,the new knowledge get to be promoted easily,the teacher feels relaxed in class,and students also learn better.Third,the emergence of three-dimensional knowledge is conducive to the construction of students’ knowledge system.