Research On The Teaching-learning Freedom Of Chemistry Teachers In Senior High School

In the teaching process,whether teacher can teach in a free way is essential to reach the teaching objectives successfully.Teaching-learning freedom could affect students'development and the implementation of new curriculum.It is necessary to study teaching-learning freedom to improve classroom teaching and improve teaching quality.First of all,this paper browsed research result of teaching-learning freedom and established the theoretical basis by literature method.Secondly,questionnaire survey method was used to study the current situation of six parallel classes in three high schools in Fuzhou.It was found that there were some improper performances of teaching-learning freedom in organic chemical class.For example,teachers focus on the mastery of knowledge,the content of the teaching content is large and difficult.Teachers prefer to choose the method that can make students master knowledge quickly.Finding out the factors that affect the realization of teaching-learning freedom by theoretical analysis and practical investigation.Lastly,based on the essential characteristics of teaching-learning freedom——limitation and subjectivity,the author designed circuit of teaching-learning freedom,teaching analysis,determine teaching content and methods,teaching practice,evaluation and reflection of teaching.Taking the focus of the four topics in<Fundamentals of Organic Chemistry>published by Jiangsu Education Publishing House as a case,the continuation school as a platform for practice,the author carried out a preliminary exploration that teaching-learning freedom can optimize classroom teaching effectively.