Research On The Application Of Discovery Teaching Model In High School Chemistry

"According to the characteristics of high school students cognitive development and development needs,high school curriculum should further develop students’ ability to innovate,problem analysis,problem-solving ability." But the current teaching mode is basically used in the past.There are some obvious problems in it:(1)students don’t involve themselves in class actively(2)too much time and energy is wasted conveying knowledge rather than ability training(3)ignore the student’s emotions,the students are regarded as the container to hold the knowledge(4)teachers are limited by the syllabus,confused by the seriousness of teaching materials and other issues.So to learn from various teaching modes and find a new effective mode has become one of the important tasks of the new curriculum reform.This paper explores the principles and foundations of discovery learning,and tests the DL mode by investigating the traditional teaching mode and reviewing real chemistry teaching and learning cases The mode has the possibility to be applied to high school chemistry teaching.On the basis of discovery learning,combining the requirements of new curriculum reform,my own teaching experience,I attempt to classify high school required chemistry course,find out the content suitable for discovering learning,and put forward corresponding strategies for the learning content through the suspicion-discussion-interpretation-detection mode.In the provision of discovery learning atmosphere for students in the classroom,I practiced the teaching model in high school chemistry teaching to promote students in the process of receiving knowledge to enhance their ability.My practice is divided into four stages(1)the stage to stimulate(create the situation,ask questions): by providing students interesting materials logically related with the teaching content to stimulate students’ internal curiosity(2)the discussion stage(put forward assumptions,discuss the hypothesis): help students collect and organize a variety of information to help solve the problem,to fully discuss each solution to optimize the most reasonable and feasible program.(3)the stage of doubt(verify the hypothesis,draw the conclusion): in accordance with the already established program,through intuitive thinking,design experiments;to verify thehypothesis through abstract thinking,theoretical guidance.(4)the detection phase(to solve similar problems,review the knowledge)the students use the acquired knowledge to solve similar problems,teachers and students comment with one another,repeatedly feel the process so that knowledge can be consolidated and transformed into ability.This paper is divided into five parts.The first chapter is to introduce the background,significance,topic of my paper The second chapter is to find the theoretical basis of discovery learning,including some of the core concepts,ways of discovery learning and approaches to promote chemistry learning,discovery learning patterns and comparison with some common modes.The third chapter is about the application of discovery learning in high school chemistry.After the reflection of the traditional teaching mode and the investigation of high school chemistry learning,I suggest specific contents suitable for discovering learning in the high school chemistry teaching books and put forward some corresponding strategies.The fourth chapter refers to the practice research in high school chemistry teaching,describes the process of my practice,and discusses the validity of the practice results,and finds out the practical value of discovery learning in high school chemistry teaching.The fifth chapter concludes with the prospect,mainly summarizes the effects of discovery learning mode,and puts forward the measures to further improve the mode.