A Study Of Chemistry Teaching Practices That Enable Generative Learning

The quality of teaching in the classroom is related to students' future growth and development.Therefore,teachers have been trying their best to accomplish the expected excellent classroom teaching in teaching design and teaching in class.The excessive pursuit of stability and knowledge in traditional chemistry teaching has led to a series of problems,such as depressing classroom atmosphere and students grasping knowledge in a gulp.Mastering the authoritative position of teachers is not conducive to students' subjectivity.With the promotion and progress of the new curriculum reform,various studies and different new teaching methods to improve the quality of chemistry teaching have been gradually put forward,and generative learning has attracted more and more attention from chemistry teachers and chemistry teaching experts.However,the actual chemistry teaching is still confined by the traditional teaching concept.Therefore,this research attempts to summarize and analyze the current situation of generative learning in chemistry teaching,and explore effective chemistry teaching strategies to promote generative learning and apply them to chemistry teaching practice.This practice is based on the new science and new technology innovation course Enzyme Detergent for Turning Waste into Treasure,a chemistry course,which integrates the summarized chemistry teaching strategies to promote generative learning into teaching,records the generative learning of students,and evaluates the practical effect of the course.This research mainly includes the following parts.The first part is the introduction,which mainly expounds the writing background,significance and purpose of the research and the research methods adopted.The second part is the research summary.Through the analysis and combing of domestic and foreign literature,the related contents ofgenerative learning theory at home and abroad are summarized,mainly including theoretical research and practical research of generative learning.The third part expounds the theoretical basis of the research.This research is based on generative learning theory,constructive learning theory,humanistic education theory and postmodern curriculum view,and explores four characteristics of generative learning in chemistry teaching: nonlinearity,openness,autonomy and interaction.Based on this,the next practical exploration is carried out.The fourth part is the investigation of the present situation of generative learning in chemistry teaching.In this part,175 copies of the real situation of generative learning in their own teaching filled in by junior and senior high school chemistry teachers were collected through the distribution of questionnaires.According to the analysis of the survey data,it is found that the current chemistry teaching teachers generally lack the awareness of generative learning,can't sensitively sniff the teaching resources and the evaluation method is relatively simple.Faced with this situation,the author will adopt a series of teaching strategies to promote the occurrence of generative learning.The fifth part is the analysis of chemistry teaching strategies and practical cases that promote generative learning.The author puts forward four teaching strategies:(1)the change of thinking and elastic presupposition are the premise of generation;(2)clever questioning and inclusive classroom are the catalyst of generation;(3)the capture of resources and the use of wit are the key to generation;(4)multi-dimensional communication and diversified evaluation are the sublimation of generation.The sixth part is the analysis of the effect of chemical practice that promotes generative learning.In this study,the classroom observation method is adopted.Through the observation records and scores of students' behaviors by the author and several senior teachers,it is judged that the chemistry teaching strategy proposed by the author is effective.After the course,the author interviewed two students who were willing to be interviewed at random.The interviews showed that the teaching of this course was loved by students,students' interest in chemistry was improved,their awareness of autonomous learning was improved,and generative learning obviously took place.The seventh part is the research conclusion and deficiency.This part summarizes the above practical results and reflects on the shortcomings of this study.