Comparative Study Of Junior Middle School Chemistry Based On The Teaching Lesson In The Same Class

Heterogeneous forms for the same subject is an communication,cooperation,exploration activity among teachers based on teaching cases.By comparing the differences and features of different teachers' content analysis,material selection,teaching methods,media methods,activities and evaluation on the same topic to promote teachers' peer support,self reflection and improve teaching ability and professional growth.This study is based on the relevant literature of teaching cases and evaluation,supported by Babanski teaching process optimization,cooperative learning and teachers' professional development and other theories,used the heterogeneous teaching classes evaluation standard,selected five frontline experts and teachers to compare the classroom teaching record of the heterogeneous teaching research activities in a same class of the middle school chemistry teachers in Urumqi(A1and B1 teachers for short)and Junior high school chemistry class students(A2 and B2 teachers for short)of the“National Training Project Demonstration Project”undertaken by a university in Sinkiang.This study aimed to explore the methods of optimizing heterogeneous chemistry teaching in the same class.By comparing A1 and B1teachers with A2 and B2 teachers,the main results are stated as follows:In terms of knowledge dimensions,the knowledge taught by A1 and B1teachers meet curriculum standards and it is easy to be accepted by students,the relevant knowledge is dominated by primary and secondary relationships,which lacks of the discipline method,discipline thinking and externalization of thoughts,and fails to embody the cognitive function of knowledge.The relationship between teaching knowledge transmitted by A2 and B2 teachers is mainly based on primary and secondary relationships and logical relationships,and pays attention to the embodiment and penetration of discipline methods and thoughts.In terms of problems dimensions,A1 and B1 teachers are mainly closed problems,the problems cognition level is mainly embodied in memory and comprehension level,the carrying capacity is not enough;A2 and B2 teachers take into account closed and open problems,and their cognitive level is mainly embodied in the understanding and reasoning level,and it also involves the evaluation and the level of creativity.In terms of activity dimensions,4 teachers are mainly focus on discussion and exchange.However,A2 and B2 teachers also pay attention to organize students' hands-on operations and achievement demonstrations and game activities to stimulate students' interest in learning and to obtain problem-solving methods and chemical knowledge from personal activities.In terms of teaching material dimensions,the choice of A1 and B1 teachers are mainly stems from textbooks and real-world cases from production and life,the materials are related to the teaching content,but the image and the novelty are not good enough;the material choice of A2 and B2 teachers are mainly stems from scientific experiments,production and life and chemical history,the materials make the teaching content be more vivid and specific,meanwhile,it pays attention to teaching problems in the material scenarios and stimulate the students' divergent thinking.Base on the comparative analysis process and results of Classroom Heterogeneous Teaching Cases Four Dimensions,4 teaching strategies are put forward to optimize the design of junior high school chemistry teaching.(1)Pedagogical Content Knowledge should be based on the chemistry curriculum standards and textbooks,student's cognitive rules,students' acceptance,and the relationship between knowledge should pay attention to the infiltration of chemistry disciplines.(2)Setting up teaching problems to take into account closeness and openness,understanding of memory levels and creative and evaluation.(3)The setting of teaching activities should be fully reflected the students' self-learning,inquiry learning,cooperative learning methods.In the process of participating in teaching activities,given students enough time and space to integrate their own conjectures and thinking,and the knowledge acquisition method and knowledge recognition value should be appreciated.(4)The selection of teaching materials should be related to the teaching content,conform to the students cognitive foundation,and pay attention to the image and novelty.Meanwhile,the selection of teaching materials can enable students to acquire subject ideas and problem-solving ideas and realize the function of knowledge.