The Application Of Variation In Instructional Design For High School Chemistry

According to the curriculum reform objective brought forward in Outline for Curriculum Reform of Basic Education (for Trial Implementation), teaching method is the key point and the priority in curriculum reform with the aim to cultivate and develop students' creativity, spirit of exploration and ability of practice. For improving teaching methods, instructional design is crucial. The use of variation in instructional design has gradually come into the research focus in recent years, however, there is still little research regarding the use of variation in high school chemistry.The research of using variation in instructional design in this thesis intends to advocate scientific and efficient teaching concepts among the teachers, making variation be fully used in high school chemistry teaching to release the students from hard work. The variation teaching is also supposed to keep students'interest, to make them learn efficiently, and to help improving their ability of solving problems and exploring, thus developing them into innovative students with competence to perform well in many fields.Variation is an important teaching method in chemistry teaching as stated in the literature. The thesis, with research conducted upon high school chemistry teaching, focusing on the use of variation in instructional design and the basic concepts, theories, exercises, and experiments, tries to explore the essential rules of the variation teaching of high school chemistry from perspectives. It also carries out practice in sample teaching. This kind of teaching tries to help students to have scientific understanding by teaching them to distinguish the essential and unessential characteristics of subjects. The concept of variation teaching is based on psychological theories like Meaningful Learning Theory, Variation Theory, Zone of Proximal Development Theory, Transfer of Learning, etc, as well as pedagogic theories like the theory of cognitive structure, constructivist learning, etc. Therefore, the major effects of applying variation, the concept from both psychology and pedagogy, include improving the teaching effects by promoting the interactivity of teaching and learning; building the structure of knowledge; establishing the system of knowledge on the basis of their current knowledge.The research, conducted through data studies, experimentation, etc. experienced three phrases. The first phrase focuses on literature to find out the characteristics of variation teaching, the research status quo, and the major theories. The second phrase is experimentation on variation teaching, which explores on ways of how to use variation in teaching the basic concepts, theories, exercises, and experiments of high school.chemistry. The third phrase is a summary of the research and suggestions for further research.It could help students to fully use their initiatives and potentials in learning to apply variation in instructional design for high school chemistry teaching. Students are also encouraged to develop their divergent thinking and creativity, which enables them to learn efficiently, and more importantly, provides them the foundation of developing into innovative people.