Classroom Observational Research On The "Life Is Education" Junior High School Chemistry Curriculum

Mr.Tao Xingzhi is a great educator in China,his educational ideas are like an inexhaustible treasure,providing us with a broad space for discussion,in his many educational ideas,"life is education" is the core of his entire educational thinking,until today,"life is education" ideology is still of great value to guide education and teaching,junior high school chemistry classroom teaching can also draw essence from it.Through literature combing,this paper understands and analyzes the connotation of "life is education",studies the enlightenment of "life is education" on chemistry teaching and its value in junior high school chemistry teaching,and proposes the characteristics of the junior high school chemistry classroom of "life is education" as follows:1.The teaching objectives focus on the needs of life.The teaching goal of chemistry based on the concept of "life is education" should focus on adapting to life rather than adapting to the examination,and should pay attention to the cultivation of students' disciplinary concepts,practical ability,scientific thinking,attitude and responsibility in teaching,so as to prepare students for their current and future life needs.2.The teaching content integrates elements of life.Chemistry comes from life,life is full of chemistry,chemistry and social development and the improvement of people's quality of life has a close relationship.The content of chemistry teaching should be closely integrated with the relevant elements of life,so that students can learn chemistry in life.3.The problem situation originates from life examples.Life is the source of education,but also the concentration of teaching situation materials,the selection of real and meaningful problems as classroom teaching situations,can enable students to effectively understand and transfer knowledge,improve the ability to use knowledge to solve practical problems.4.Teaching evaluation reflects the application of life.Teaching evaluation is an important part of the teaching system,under the premise of implementing the integration of teaching evaluation,teachers should focus the content of teaching evaluation on the application of knowledge in life,enrich the form of evaluation,and promote the comprehensive and coordinated development of students' core literacy.The empirical research hypothesis of this paper is based on the theoretical research explored in the previous theoretical research that the characteristics and teaching principles of the junior high school chemistry classroom based on "life is education" are reasonable,the observation framework based on the construction of the characteristics is reasonable,and the observation tools designed are scientific,which aims to verify whether the basic assumptions of this study are valid,make up for the shortcomings in theoretical research,and provide a basis for the junior high school chemistry teaching strategy of "life is education" proposed later.Through the classroom observation of the 2019 Jiangsu Junior High School Chemistry Quality Class,and the analysis of the embodiment of the concept of "life is education" in teaching,it can be concluded that the previous research hypothesis is basically established.The author proposes the "life is education" junior high school chemistry teaching strategy as follows:make full use of knowledge-related life situations for teaching,stimulate students' subjective initiative in inquiry activities,let students learn chemistry in solving practical problems in life,and link chemical learning activities with interdisciplinary social practice.