The Construct And Practical Research On The Classroom Chemistry Teaching Model Of Self-regulated Learning In High School

Learning society is the tendency, which requires people to learn, apply and even to innovate knowledge. The sketch of Curriculum for Elementary Education also attaches importance to the learning pattern change. The new teaching pattern encourages the active participation of students, more deep research and communication, but not just passing on the knowledge. Therefore, how to improve the self-learning capacity is becoming critically important. However, nowadays chemistry teaching still follows the traditional teaching pattern. Students tend to learn inactively and passively. The author handed out 480 questionnaires to high school students and find the following phenomena are very common in senior school students: more than half of those polls haven't found a method fit them to learn chemistry; most of them learn passively; and have no the good habit to self-exam nor objective self-evaluation. The reasons behind are closely related to the traditional teaching pattern and the times they are living. Based on the constructivism teaching theory, humanism theory and Subjectivity theory, the writer constructs a self-learning class model for chemistry teaching. This model has its own procedure: create a context to inspire learning motivation-self-explore to acquire new knowledge-exchange with classmates and induce what they have found-comprehensively excise to further improve capability. The writer has done an empirical research for half year in his own teaching practice, and students have made progress. Finally, the writer points out some problems requiring further discussion and some feelings.