Research On Teaching Design Based On Learning Diagnosis

In the context of new curriculum reform,put forward the education idea of "based on students",emphasizes the attention to students' individual differences and personality development,thus requires teachers to understand students on the basis of teaching,and the way to understand the student's learning diagnosis for students.Traditional learning analysis focus on what students should know the knowledge,and at the same time,take the student as the main body of learning in the diagnosis of which focuses on the students master the practical knowledge,which has the ability.Based on the content of high school chemistry "REDOX reaction" as the carrier,through the literature research to comb the process and results of learning research in our country,has been clear about the importance of instructional design based on learning diagnosis,and the meaningful learning theory of Ausubel and Vygotsky,theory of the zone of proximal development and effective teaching theory as the theoretical basis of this study.By analyzing the chemistry curriculum standard and the contents of the senior high school chemistry textbook,the knowledge,ability,core accomplishment and literacy level that students should have before learning the new content are determined.Summed up the students to learn compulsory 1 REDOX reaction before content,students should possess the knowledge includes three points: the first one is that the student can write chemical equation of REDOX reaction,the 2nd knowledge is that the student can correctly identified the valence of elements,the third one is that the student should be able to draw the atomic structure diagram;The ability that students should have is mainly the ability of micro imagination related to atomic structure.Then the test questions are designed to test whether students really have the knowledge and ability to learn new content.According to the diagnosis results of learning situation,the teaching design is focused on the knowledge related to chemical valence and atomic structure,so as to adapt to the diagnosis results,which is conducive to the teaching of new courses.Using learning diagnosis teaching design in the experimental class teaching practice,the content of the teaching task is completed,regarding the teaching content of experimental classes and that in comparative classes were tested,and used SPSS software for statistics and analysis on the collected data,the analysis results show that based on learning diagnosis teaching design and teaching practice can to a certain extent,improve the students' chemistry learning.Through a series of teaching design and practice research,it can be concluded as following: firstly,learning diagnosis can be used to rapid,accurate understanding the blind spot and the difficulty of students in learning new knowledge,the teaching design ba sed on learning diagnosis can,to a certain extent,promote learning chemistry of the high school students;Continuity in the diagnosis of students' existing knowledge,ability and experience,teaching design and teaching based on the diagnosis,not only can strengthen the students' original is the foundation,also can promote students to learn new knowledge.Secondly,in the teaching design,it is helpful for teachers to use operable and target-oriented words to describe students' learning situation,so as to improve the effectiveness of teaching.