The Strategy Research Of Lead-in In New Lesson Of Junior High School Chemistry Class

With the progress of new curriculum reform,the new educational idea enjoys popular support.However,the stance of educational reform is the real chemistry lesson.Therefore,every place wants to vitalize class via reconstructing class so as to enhance teaching effect and quality.Under such background,to improve the teaching efficiency of chemistry lesson has become the focus.Meanwhile,the realization of efficient chemistry lesson in junior high school cannot be separated from introducing this important link.This research believes that,in real lesson,the effective introduction can provide knowledge as well as emotion foundation for learning teaching content,which plays the role of making entire teaching process even better.Based on researching massive literatures,this research systematically elaborates the introduced concept as well as function.From the perspectives of advance organizer teaching theory and constructive learning theory,it illustrates the theoretical foundation of introducing lesson.Adopting teacher questionnaire and student interview,it carries survey from the dimensions of “cognition”,“practice” and “evaluation” so as to obtain the status of introducing new lesson by junior high school teachers.Combining with research status,this paper proposes the principle,strategy as well as evaluation scale of effective introduction,and implements preliminary classroom practice.The evaluation scale in this research carries out from three dimensions of introduction content,introduction process ad introduction effect,which integrates the elements and rationalizes the weights of various introducing elements.Depending on the lessons of “Common Acid” and “Solution Formation”,by means of the quantization score comparison between control class and experimental class,the feasibility and effect of introduced strategy are checked.