"Amount Of Substance" Teaching Design And Practical Research Based On "Structure-direction" Teaching Theory

This is a paper which makes a study of cognition structure for"amount of substance"forming the classroom teaching design. The paper elaborates the classroom teaching design, practice and effect analysis of the chapter,"amount of substance", under the guide of the"structure– direction"teaching theoryFirst of all, the paper analyses the present researching situation of"amount of substance"teaching, and points out the difficulties such as its abstract concept, its constitutional specialization, the influence of fixed thinking patterns, too much concepts, too many relations between various amounts and fear of difficulty and so on. In view of these problems, many chemistry teachers have had some good tries for the teaching reform of the chapter, one of which is the structuralization and network system of the teaching of the concepts included in the chapter. The paper makes some explorations in the respect.The paper illustrates the main idea of the"structure– direction"teaching theory and the rules of teaching design, then, under the guide of the theory, makes an empirical study of the formation of the cognitive structure for"amount of substance". The result of the experiment was recorded in the form of a questionnaire and analyzed statistically according to educational statistics and studying methods of educational science. The result shows that the practice of the"structure– direction"teaching theory is good to help students'cognitive structure of"amount of substance". There also exists some defects, for example, students'psychological formation is a kind of spiral, which is characteristic of period and follows in order and advances step by step. So, after a unit examination and an analysis of the examination, students should be encouraged to re-construct actively their own knowledge structure on their prior basis.Finally, the paper assesses and estimates the effect of"amount of substance"teaching under the"structure– direction"teaching theory and concludes that"structure– direction"teaching is an effective model to form the cognitive structure of"amount of substance".