Practical Research On The Life-oriented Chemistry Teaching In Secondary Vocational School

The ultimate goal of secondary vocational education in China is to cultivate high-quality laborers and technical talents for the country.Therefore,students in secondary vocational schools not only should acquire professional knowledge and skills,but also should have the ability to adapt to life,continue learning and innovate.As an important restrictive public elective course in secondary vocational schools,chemistry ought to be taught according to the training objectives of secondary vocational education.However,there are still many problems in current chemistry teaching in secondary vocational schools.For example,the chemistry textbooks in secondary vocational schools emphasize the introduction of theoretical knowledge while ignore interest-oriented teaching;students are seriously tired of learning;chemistry teachers in secondary vocational schools lack enthusiasm for the implementation of life-oriented teaching;chemistry as a public elective course is not given much importance.These problems have led to the difficulty of attaining the goal of secondary vocational education in China.Therefore,in the new round of vocational education reforms,the implementation of life-oriented teaching is proposed to closely link chemistry teaching in secondary vocational schools with the real life,and to increase students' interest in chemistry learning,so as to improve students' enthusiasm and initiative in chemistry learning,help students experience the infinite charm embodied in chemistry,and cultivate their comprehensive ability and practical innovation ability in the process of chemistry learning.According to relevant document researches,domestic scholars have made plenty of investigations on life-oriented teaching of Chemistry,especially in implementation life-oriented teaching of Chemistry in high school.However,there are few studies on life-oriented teaching of Chemistry in secondary vocational school and few systematic analytical investigations are made on life-oriented teaching of secondary vocational Chemistry.Therefore,this study discusses principles of life-oriented teaching design in secondary vocational Chemistry and convergence means of chemical knowledge and life-oriented materials through analysis of learning condition and life-oriented materials in teaching materials.Following the principle of life-oriented teaching design featuredby subjectivity,ideology,openness,career guidance and practicality,the paper design chemistry teaching cases in a way that creates life-oriented problem situations and uses life-oriented materials as a carrier to embody knowledge,in the hope of providing a model of reference value for life-oriented chemistry teaching in secondary vocational schools.To test the effect of life-oriented classroom,this study carries out paper and pencil test for academic records of students in chosen experimental class and control class to test if there is difference in these two classes' academic records after experiment.According to analysis of test result,there is obvious difference in academic results between experimental class and control class after three months of teaching experience.At the same time,it conducts questionnaire survey from four dimensions,including enthusiasm and initiative in studying Chemistry of students in experimental class,students' attitude towards life-oriented teaching,the application of Chemistry in students' life and understanding of this major by studying Chemistry.It is learned from the analysis that students' learning enthusiasm and initiative obviously increased in life-oriented classroom and most students are fond of the manner of life-oriented teaching.It should offer more practical opportunities to exercise students' ability to apply knowledge.Students have understanding of the major through life-oriented teaching,which is beneficial to their future study of professional courses.This study puts forward following suggestions based on above-mentioned research result.First,integrate with teaching materials in combination with social hot spots and professional background and enrich teaching materials by advancing with the times.Second,life-oriented teaching scenarios should be established to reduce the difficulty of understanding abstract knowledge.Third,apply multiple teaching methods and create energetic classroom atmosphere.Fourth,strengthen the penetration of chemical knowledge and relevant professional knowledge and broaden students' horizon.Fifth,chemistry should be combined with comprehensive practice courses to strengthen the cultivation of students' practical ability.