Research On Current Situation And Countermeasures Of Developing Students’ Decision-making Ability In High School Chemistry Teaching

It is the important idea of senior high school chemistry teaching that starting from the experience and social reality of students,helping students understand the relationship between chemistry and human life,paying attention to the chemical-related social problems which human face with,fostering the students’ social responsibility,participation consciousness and decision-making ability.It has been one of the important goals for high school chemistry teaching to foster students’ decision-making ability.Thesis is based on the summary about the domestic and overseas current research which on fostering decision-making ability in chemistry teaching,making the definition of decision-making and decision-making ability,clarifying the relationship among the decision-making,decision-making ability,decision-making case and knowledge which are based on the understanding of the requirement of the high school chemistry curriculum standard.And it establishes four first-level dimensions of actuality that evaluating the fostering of students’ decision-making ability in senior high school chemistry teaching,which including "the understanding of fostering the decision-making ability","the action of fostering decision-making ability","the effect of fostering decision-making ability" and "the demand of fostering decision-making ability".Based on the four first-level dimensions,it establishes 13 second-level dimensions,and establishes “the questionnaire on actuality of fostering students’ decision-making ability in senior high school chemistry teaching” and “the classroom observation table of fostering decision-making ability”.Followed by the questionnaire survey and classroom observation,through the analyses of research data,the conclusions are as follows:In the understanding of fostering the decision-making ability level: more than 80% of the teachers have a deep understanding on what is the decision-making ability and why foster the decision-making ability,approving and paying attention to the behavior which fostering students’ decision-making ability in senior high school chemistry teaching.It was the ideal overall situation.However,in the understanding of how to foster students’ decision-making ability,although most teachers have a deeply understanding in the frequency,timing,carrier and the best way of fostering students’ decision-making ability,the understanding about selection and function of material was still at a relatively shallow level low.They can not play the value of material from the height of decision-making ability.In the action of fostering decision-making ability level: compared with the understanding of fostering decision-making ability,most of the teachers have an unsatisfactory performance in the aspect of action.On the aspect of fostering frequency,approaching 85.5% of the teachers said they foster students’ decision-making ability sometimes or occasionally.On the aspect of fostering way,compared with the fostering mode of "setting decision-making context,carrying on the system of teaching design”,72.4% of teachers were more willing to choose the way of "posing decision-making valuable questions",but more than half of the teachers can not pose the decision-making valuable question.Through the classroom observation,it also found that if the period was not enough,teacher would choose to give up.On the aspect of fostering time,besides the class teaching,teachers thought that theme class meeting and activity class also were available choice.It was worth approving that teachers took both normal lesson and high-quality lesson into account.On the aspect of culture carrier,most teachers think element compound knowledge was more suitable for fostering decision-making ability,but neglecting other category knowledge which need to be improved.But on the aspect of decision-making material source,nearly 60% of the teachers mainly depended on the teachers’ book,only 22.4% of the teachers could get it from caring about chemical news in normal time,but they can not be able to fully excavate the decision-making valuable of materials.In addition,classroom observation also found that individual teachers existed the situation that action was superior to cognition.Though the further interviews show that: the main reason for this situation was that teachers did not know that their behavior were belong to foster students’ decision-making ability,but a subconscious behavior.At the level of the effect of fostering decision-making ability: 64.5% of teachers were dissatisfied with the effect of their own ability to foster students’ decision-making ability in teaching.The main reason for this phenomenon was that although teachers had a deeply understanding level,they still had a larger space for improvement in the specific training methods.It also led to the result that leadership and colleagues evaluation were not ideal.Further interviews show that,the school will making the fostering decision-making ability as an indicator of the teaching level or not,also was one reason that have an affect on the effect of fostering decision-making ability.In the demand of fostering decision-making ability level: 97.4% of the teachers had the awareness to seek the development.In the way to improve the decision-making ability,more teachers preferred to depend on colleague communication and literature reference rather than be self-examination.To improve the level of decision-making ability to select the most was "to provide systematic teaching design ideas",and hoped to combine specific teaching cases for targeted training.Based on the above conclusions,this thesis puts forward the countermeasures to foster students’ decision-making ability in chemistry teaching in senior high school,which including: clearing teaching design ideas based on decision-making ability;paying attention to the multiple values of knowledge;clarifying the principle of choice on decision-making events;establishing decision-making events and their relationship with knowledge;designing the method of context,the problem and the activity based on fostering decision-making ability;choosing the evaluation method which is adapted to fostering decision-making ability.Finally,according to the problems found in the study,combined with the proposed countermeasures,the teaching design based on decision-making ability is carried out in the case of "Ammonia and Ammonium Nitrogen Fertilizer" in Luke version of high school chemistry compulsory 1.The design which is based on the decision-making ability,around the production and transportation of nitrogen fertilizer,design updates,storage and rational use of four aspects of the design of the "I am qualified small citizens","nitrogen fertilizer production technician","new farmers" and "debate and commentators" four activities,achieve the improvement of students’ decision-making ability through the creation of decision-making situation and driving problems.