Research On The Transition Of Senior Middle School Chemistry Teaching

As a teacher,I encountered such a problem in the teaching process of practice:unconnected phenomenon appears in the process of classroom teaching,teaching links between the natural,can not make up the connection of teaching content all blend into one harmonious whole.Even listen to a lot of expert teachers lessons,made notes carefully,use this into their own classes has changed the flavor,not the same interpretation.After the observation.I found that lots of service teachers and new recruits young teachers also have a similar phenomenon.In research to this problem,I have chosen "Research On The Transition of Senior Middle School Chemistry Teaching”as my research topic.in order to provide a new reference for senior high school chemistry teaching design.This study consists of the following aspects:First of all.I would like to clarify the reasons for the problem.To this end.I designed the interview questions,using the opportunity of educational practice to carry out research,and in-depth study of the class personally.First,young teachers can not use the appropriate mode of transition skillfully;second,due to the limited teaching hours,there is not enough emphasis on the transition and connection problems in the teachers,often with the "hard" way of passing;third,previous studies of "transition" are limited to the study of transition language,transition language on the content of the bearing less research.Then.I look at the domestic and foreign relevant knowledge about the content of the senior high school chemistry classroom teaching and classroom teaching links,the transition and other related concepts are defined.Thirdly,based on constructive theory,zone of premier development theory,psychology theory,focus attention bottleneck of limited resources theory,value learning theory as a guide,combined with the high school chemistry characteristics of high school students' learning characteristics,high school teachers deal with the transition problem interview and the analysis of their own teaching experience,put forward some principles to follow.Summary of the research,Teachers should master the knowledge through the internal relations,rational use of transition strategy,to prepare teaching design,make teaching connected,avoid missing knowledge and other issues,in order to better grasp the classroom.