Research-Based Classroom Teaching Mode Applied In Chemistry Teaching In Senior High Schools

With the development of the times,the competition of national strength in the world focuses on science and technology.The scientific and technological revolution has put forward higher requirements for personnel training.With the advancement of the new round of curriculum reform and the implementation of the new curriculum standards,the education sector in China has begun to focus on the development of students,core literacy.Classroom teaching is the main position of curriculum reform.Adapting to the new curriculum concept and combining with the teaching practice in our school,the author's school explores the research-based classroom teaching mode.This teaching mode takes developing students' thinking ability and core quality as its core,aims at creating a harmonious ecological classroom,and takes cultivating students' lifelong learning research ability and team spirit as its starting point.The author actively participates in the study and discussion of the teaching and research group and participated in various forms of forums and salon activities held by the school.Then I have some thoughts on the application of research-based classroom teaching mode in senior high school chemistry teaching.Based on this,the topic of this study is " Research-based classroom teaching mode applied in chemistry teaching in senior high schools".First,I looked up the data to understand the research status of the research-based classroom teaching mode,then I established the research topic and analyzed the significance of the research,and then interpreted the research-based classroom teaching mode from a theoretical perspective.On the basis of theoretical research,I chose the content of high school chemistry that is suitable for the research-based classroom teaching mode.Then I combine the characteristics of the research-based classroom teaching mode with the requirements of the chemistry curriculum standards of ordinary senior high schools to design some cases and apply them to teaching practice.The experimental research method,questionnaire survey method and interview method were used to test and analyze the teaching effect.I reflected on the problems in the teaching process,and then from the perspective of combining theory with practice,I explored reasonable solutions to achieve the goal of making theory better guide teaching practice.This paper is divided into six parts.The first part is an introduction,which mainly includes five aspects:research background,research objectives and contents,research objectives and significance,research methods and research status at home and abroad.The second part is core concepts and theoretical basis.This part defines the core concept and sorts out the theoretical basis of "research-based classroom teaching mode".In the third part,the "research-based classroom teaching mode" of high school chemistry is constructed from the four basic elements of goal orientation,operation procedure,support system and evaluation system.The fourth part is teaching cases,including classroom teaching cases of ammonia and other cases of micro-topic setting.The fifth part is teaching experiment-Applying "research-based classroom teaching mode" to classroom teaching practice,the effect was evaluated through observation,achievement,questionnaire and interview.The sixth part is the conclusion and reflection,introducing the conclusion,deficiency and prospect of the research.The research-based classroom teaching mode is not only conducive to the improvement of students' chemistry scores,but also significantly improves students' two aspects of the core literacy of chemistry,namely,scientific inquiry and innovation consciousness and scientific attitude and social responsibility.In addition,the "research-based classroom teaching mode" is also conducive to the development of students' communicative ability.