The Research And Practice Of "271" Effective Classroom Mode In Chemistry Experiment Teaching In Senior One

With the educational reform,improving the efficiency of classroom teaching has become the goal pursued by many educators at home and abroad.Under the traction of this goal,the concept of “Efficient Classroom” came into being,pointing out new directions for teaching reform in various disciplines.For chemistry,experimental teaching is a common and effective method.Through experimental teaching,students have greatly improved their enthusiasm for learning chemistry,and their learning results are also very significant.In this new situation,Changle No.2 Middle School in Shandong province explored a “271”efficient classroom model.This model has made a breakthrough in curriculum reform and quality education and achieved good results.This paper is based on the analysis of related concepts and theoretical research of “271”effective classroom teaching model,and refers to the outstanding research results of other disciplines applying the model.Based on the basic principles and processes of the “271” efficient classroom model,the practice and research of education and teaching are carried out in the chemistry experiment teaching classroom.This paper is divided into four parts:The first part is the introduction,mainly describes the research background of the effective classroom model,the significance of the application in the chemistry experiment teaching and the specific methods used in the research process and domestic research status.The second part briefly introduces the theoretical basis of the chemistry experiment teaching in the“271”efficient classroom mode,and introduces the related concepts and research contents of the research.The third part of the teaching practice,and the use of “271”efficient classroom model in the chemistry experiment teaching classroom.In the early stage of practice,the students conduct investigations and analysis on experimental learning conditions,interest in learning,classroom participation,thinking modes,scientific inquiry capabilities,etc.The results of effective classroom mode teaching practice analysis: students are very interested in chemistry experiments,student's enthusiasm to participate in the classroom is further improved,the self-learning thinking mode is cultivated,and the scientific inquiry ability is significantly enhanced.The fourth part summarizes the results of teaching practice,and rethinks the problems in the research process,and proposes specific suggestions on how to apply the“271”efficient classroom model in the classroom of the chemistry experiment teaching.First,the allocation of study group members should be reasonable.Second,the preparation of the guiding case should be applied to all students.Third,students should be allowed to independently experiment and learn to explore.Fourth,the tasks that students complete independently should be clarified.