Methodology Research Of Chemistry Learning Task Designing

This thesis with emphasizing scientific and standardized of the chemistry instructional design system for study background, taking the first hand fulfillment material-classroom teaching factual records as to study foundation, by means of research technique such as the contrast research, main factor analysis, consult literature and so on, inquired into the basic meaning and the expressing method of the chemistry learning task.The thesis still analyzed three main factors constituting the chemistry learning task in detail of "the contents factor", "the method factor" and "the scene factor", then gave concrete suggestions for design. At the same time we elaborated the difference between the chemistry learning task and the teaching content along with the difference between the chemistry learning task and the learning activity. We also discussed the three theories foundations of the chemistry learning task: "motivation theory", "activity teaching theory" and "constructivism theory", then took the three theories as foundation to analyze the meaning with existence of the chemistry learning task and to give suggestions for chemistry learning task designing in the meantime. We analyzed the five factors influencing the design of chemistry learning task: "The teacher's instructional design thought", "the experience student already had", "the chemistry teaching resources of the school", "the teaching goal" and" the teaching content", as well as the three factor influencing degree of difficulty for chemistry learning task: "Whether student's oneself has the condition to complete the chemistry learning task", "whether the teacher puts forward an enough support" and "whether the structure of the chemistry learning task is reasonable". Finally with the design for the lesson of "the property and use of oxygen " we explained the design step of chemistry learning task.We hope that the research result can provide new ways of thinking for the teachers when they design, can enrich and consummate chemistry instructional design theories in the meantime. We also hope this text can be a template for the researches taking practice as foundation, and give other researchers with inspiration.