Dual-brain Mutual Movability Studying And Fostering Innovation Thinking In Teaching Chemistry For Junior Middle School Students

At the moment, the basic education is carrying out an integrated courses reforming of no case in history in our country, which has overpassed a few times ago of reformation-teaching no matter which is from deepness or fron width, and no one would pay so much attention to the progress of courses reforming beforehand like in today. And the courses reforming is an organic part of reformation-teaching. They are a symbolic embodiment in carrying out the courses reforming to refresh the educational concepts of teachers, to change the model-studying of students, and to rebuild the administrative-teaching system of schools. Teaching especially-teaching in classroom, was and still is the basic part of construction in the educational activities of schools in our country which is a route to carry out the school education. From eighties twentyth on, the courses reforming has been doing efforts toward the direction of quality education in practices in our country. The following issues have been esplored and reformed, such as: how to foster students to understand studying, how to decrease overburden-studied of students, and how to make sure principle position of students in a process-studying,…….Based on the reasons above, the Fifth middle school of Hohhot has started to do researches of"Dual-brain Mutual Movability studying Model in classroom"from 2002.Author has compared and analyged the differences between"Traditional Teaching Model"and"Dual-brain Mutual Movability studying Model in classroom"in detail and has felt the very important meaning of"Dual-brain Mutual Movability studying Model in classroom"on fostering innovation thinking after she fully understands and recogniges the methodology-teaching theory of the basic educational reforming, the courses and the way-teaching, etc. Under the guidance of the new methodology-teaching theory, author and other members of chemistry-teaching group have carried out a teaching esperiment for three years in four classes of the third grade of junior middle school in theirs school, and compared with other four classes of the third grade of junior middle school in theirs school. In this experiment, we have earnestly done process-teaching design, made integrated teaching examples and plans, and recorded experimental results-detailed. A great amount of experimental data and cases adeguately shows that"Dual-brain Mutual Movability studying Model in classroom"has an importantaction on fostering innovation thinking of students.In a process of carrying out"Dual-brain Mutual Movability studying", we gradually found that the students changed from quietly listening, who were only keeping listening to what teacher said, to energetically thinking, they learned to operate, and they had intensively understood most of problems, in which there were go per cent to have remembered principle contents in class. In the successive three years, the class-experimented have acquired multifarious awards in various chemistry competitions, and they have especially had excellent achievements in the entrance examination to senior middle school.Through the teaching practices in three years, we have made sure and perfected"Dual-brain Mutual Movability studying Model in Teaching Chemistry for junior middle school students", which could be described as firstly, to change traditional teaching concepts, to create a mutual cooperation between teacher and students, and reciprocally harmoniously to promote teaching process in a mutual movability way; secondly, under the conditions of exphasiging the guiding action of teachers, to adjust and devetop self-studying movability of students, and synchronously to expand the abilities of teacher and students in a teaching process; thirdly, to promote teaching effects in a class, and to make sure the objective across-the-board to improve studying quality of students; finally, to foster the innovation thinking and practice ability of students.In this experiment, we have also opened six basic ways to foster the innovation thinking of students as following.①It arouses thinking of students to create an emotional environment;②it channels off thinking of students to guide the previewing of material-teached ;③it fosters thinking of students to explore issues;④it develops-thinking of students to study issues⑤it perfects thinking of students to expand knowledgements⑥it strengthens thinking of students to conclude knowledgements.And it also accelerates teachers to have a higher teaching ability to study this inodel-teaching experiment.