Research On The Present Situation Of Life-oriented Chemistry Teaching In Senior Middle School

In recent years,our new national foundation education curriculum reform and high school chemistry curriculum standards require definitely teaching to be close to life,to cultivate the core literacy of the students.Chemistry teaching into daily life in high school visualizes the abstract theoretical knowledge and contacts between knowledge and life.It focuses on knowledge’s applications in real life and improves the situation of one-sided pursuit examination performance.The theme of this research is implementation situation of life-oriented chemistry teaching in high school,and the research trys to understand the implementation and problems of life-oriented chemistry teaching in senior middle schoolResearch’s approaches adapted in this paper are the document surveys,questionnaires methods,interviews,etc.Dewey’s pragmatism theory and constructivism theory are the theoretical support for this research.This research draws on the relevant questionnaire to determine the five dimensions of the questionnaire.This research conducted a questionnaire survey among students,and interviewd with chemistry teachers in Henan S high school.This research aims to understand the degree of implementation and problems of life-oriented teaching,find out the cause of these problems,and put forward suggestions and countermeasures for the school.There are some problems in life-oriented chemistry teaching in this school.Students’ expectations for life-oriented chemistry teaching are not high,the cognition of teachers and students in life-oriented chemistry teaching is not comprehensive,teachers are not enough to reserve the theory of life oriented teaching,the research method has not been effectively implemented,living teaching resources are inadequacy and resources’ utilization rate is low,life oriented teaching has not been effectively implemented,the effect of living teaching is not optimistic.The main reasons are as follows:the first one is that teachers reserve the theory of living teaching little,so that it has a negative impact on the understanding about the core value of this teaching model and the implementation of this kind of teaching.The second is that limited chemistry class and the long time of life teaching lead to the lack of time guarantee for the implementation of life oriented teaching.The third is that the school lacks the evaluation method of life oriented teaching for teachers,and the enthusiasm of teachers is not high.The forth is that the students pay too much attention to the examination results and pay insufficient attention to life.The research puts forward the countermeasures according to rthe causes of the problems of life-oriented teaching in the school.Firstly,to improve the teachers’ educational ideas about life-oriented teaching and promote the professional development of teachers.Secondly,teaching and research time should be used effectively,and discussing about life oriented teaching actively.Thirdly,teachers should improve the life oriented teaching design,strengthen the organization and regulation of the classroom,and ensure the orderly and effective development of life teaching.Forthly,teachers should become developers and users of life oriented teaching resources,and also be good at guiding students to explore new knowledge by using these resources.Fifthly,school should establish a livineg teacher evaluation system,such as the design of teachers’ teaching evaluation tab,le,which is mainly the evaluation of teachers’professional knowledge and teaching skills in combination with the concept of living teaching.Teachers’evaluation of students should focus on the overall quality of students.