| The 21st century brings the human society into a new age---knowledge economic age. The point to survive the challenge posed by the century lies in the fact that whether we can cultivate the talents with innovation spirit and ability. Amounts of facts prove innovation is derived from questions. To cultivate the innovation spirit and ability of the students, teaching them to find out the questions and put them forward is a must. This research aims to cultivate students'questions awareness by questions—oriented teaching method. The thesis is divided into six parts.1.The Summary of TheoriesQuestions are the starting point as well as the driving force of thinking .This characteristic of thinking is what we call"Questions Awareness". Such awareness not only reflects the activeness and deep essence of individual thinking, but also the independence and creativeness. The scholars and professionals of home and abroad highly recognized and valued the questions awareness to cultivate the students. They came up with many ways and strategies, such as the"Inquiry and Discovery Teaching Method"raised by an American expert Dewey, and Brubeck's theory"Questions curriculum".While in China, the mainly strategies include: creating free and harmonious teaching environment, offering time and space for the students to raise questions, encouraging students'curiosity and setting conditions to cultivate students'questions awareness, etc.A lot of facts show that the students'questions awareness is rather poor. The reasons are vary. Internally, the students'personality, interest and ability play a part. Externally, family, school and society are also the points.There are very important practical significances to cultivate students'questions awareness nowadays. First of all, the age and society need the talents with questions awareness; Secondly, cultivating the questions awareness is our first imperative to push forward the quality-oriented education and carry out new reform of curriculum. Thirdly, the awareness enables the students to develop study activeness and initiative. Besides, it is also a corn- stone to cultivate their innovational ability. 2.The main content and thinking of this researchAt the beginning, I will analyze the shortcomings of former researches. Their shortcomings are as follows: (1) The theories are too much more than the field research. (2) The analysis for the students'lack of questions awareness is not comprehensive, concrete and deep enough. (3) The ways to cultivate the students'questions awareness are too general, ineffective and fail to last long.Next, I will state the major emphasizes I laid in the research. Based on the characteristics and advantages of questions-oriented teaching, combined with the reality of chemistry course and local schools, I formed the teaching thinking to cultivate the students'questions awareness about chemistry problems. The priority was to inspire their questions awareness. Next step was to teach them the ways and thinking to doubt and raise questions .The last step was to practice by asking them to answer questions in class ,thus to evaluate the teaching performance.3.The strategies and process to conduct the researchThis research selected the experimental classes and comparative class as the targets. In the experimental classes, I adopted the questions-oriented teaching method to do the research by the following steps: (1) To inspire the questions awareness. It mainly aims to make the students understand the importance of the awareness; teach them the ways to discover the questions and the skills to raise questions .That is, to develop their learning desire. (2) To lead and perfect the awareness .Through combining the teaching progress and contents , creating the conditions to motivate students to ask questions in deferent aspects, thus develop their desires ,their courage and their tactics to ask questions .(3) To evaluate and strengthen the awareness. This step was designed to offer more time and space for students to ask questions based on their situations .It enables the teachers to keep close eyes on the students'personalities and tap their potential to create .By doing so, the students are more ready and skillful to ask questions.4.Evaluation of the research resultAfter the half year'teaching practice , judging from the increasing numbers of students after the experiment ,the high quality of the questions they raised and the progress they made in their study, I found the ways to do this research were workable .5.SuggestionsIn order to cultivate students'questions awareness, the key is to shift the traditional ideas of study and the ways to study rooted in teachers and students'minds. What is more, the importance to cultivate the questions awareness should not be ignored. They should start to do it at their very school age and make good use of other resources.The questions-oriented teaching enjoys its unique advantages, but it also has some limits,. The impacts brought by internal factors of students and the ethnic and regional culture are yet to be properly solved.6.ConclusionThe conclusions I got from the half year's practice are listed below: The questions-oriented teaching method is workable to cultivate students 'questions awareness .Moreover, their poor awareness to ask questions can be changed radically. And we come to realize that the fundamental teaching strategy to strengthen students'questions awareness is to develop the teaching concept of putting the students first. In this way, we can achieve the transformation of teaching concept"student-orientation and question-orientation", and are able to pay close attention to the students'individual development and develop their potential. Only by doing so can we put the innovative education into real practice.
|
PDF Full Text Request