Research On Chemistry Teaching Design Practice Based On Learning Interest Cultivation

Innovative accents are urgently needed in society,which drives the educators to change the teaching models to focus on the development of students' personality and interest.The chemistry curriculum standard of senior high school put forward that the teaching should concentrate on motivating students' learning increases respecting and developing their personality learning interest will stimulate students to learn chemistry,influencing their scores even their future choices of profession and career.Thus paying attention to students' learning interests in chemistry teaching is the requirement of today's society and education concept.It is also the requirement of students' own development.In chemistry teaching design,according to the chemical teaching goal,chemistry teaching content and students,teachers apply to design theory and method,make a plan of the chemical teaching program,which can make the teaching theory accurately be translated into practice,make the teaching effect more predictable.In recent years,there are many researchers focusing on cultivating the students' interest in learning chemistry.But the research,combining the students' interest in chemistry learning with chemical teaching design is still relatively small,besides,these researches to some degree presenting the theoretical characteristics in shallow depth,the practical level.During my educational internship in an ordinary high school of a county,I found that teacher-centered classroom teaching and students' passive learning are still the common phenomena.Based on previous studies and practical teaching in the region,this article systematically focuses on the chemical teaching design of "Lu Ke version" high school chemistry 2 and analyzes its applicability and feasibility through practical investigation.The author hopes that this research can provide meaningful teaching cases in the area of teaching design for students' interest in the region,and contributes to the education of the region.Based on educational psychology theories such as cognitive development theory and humanistic learning theory,and combining the results of many first-line teachers' researches,the paper attempts to quantitatively classify chemistry learning interest by establishing a chemistry interest level scale.On the basis of the problems encountered in teaching practice,the author produces a questionnaire under the guidance of the tutor.The purpose is to explore the student's current interest in chemistry learning,the propensity of teaching behavior and the form in the chemistry class.Next,based on this,the author will carry out a one-semester chemical teaching design with the aim of cultivating interest in chemistry learning.In the practice school,two parallel classes are selected respectively as the control class and the experimental class.In the experimental class,chemistry teaching design practice based on the cultivation of chemistry learning interest is performed.In the control class,a teacher with the same gender,similar age,and similar educational background is selected to perform general chemistry teaching design practice.At the beginning and end of the semester,the author uses the “Chemistry Interest Level Scale” to measure the level of chemistry interest in students.Through the analysis of SPSS20.0 software,the author finds that chemistry teaching design based on students' interest in chemistry learning can improve students' interest in chemistry learning.The author selects a midterm exam and a final exam for comparative analysis.The results show that the scores of the experimental class are slightly higher than the ones of control class.Therefore,it can be concluded that the chemistry teaching design based on students' interest in chemistry learning can improve students' chemistry learning results to some extent.