On Generation Of Chemistry Classroom Teaching In Secondary School And Its Impact Factors

Under the new curriculum,classroom teaching ascertains clearly a"people-oriented"idea,based on respect for people's uncompleted development and full and free life values.It has become a serious problem to fundamentally understand the complexity and dynamics of classroom teaching and to attachégreat importance to people in teaching,as well as human interaction,and to build a vibrant chemistry classroom in secondary school teaching.Based on,the results of relevant research and practice made available at home and abroad,this thesis regards the"generation of chemistry classroom teaching in secondary school and its impact factors"as the basic problem.First of all,through the literature research on classroom teaching aims to explain the generation of classroom teaching,to distinguish generation and accomplishment in advance,as well as generation and design,in order to clarify the meaning and type of chemistry classroom teaching;then through the use of classroom observation, interviews and other methods to collect a large number of teaching cases,to analyze from the perspective of dynamical generation to detect the questions of generation in current middle school chemistry classroom teaching;further by the way of a questionnaire survey to analyze the impact of the extracted factors on generation of chemistry classroom teaching,and through the use of principal component analysis method to find out the principal components in influencing generation of chemistry classroom teaching.The main results are as follows:1.The questions of generation in current chemistry classroom teaching:(1)the majority of chemistry classroom teaching still tends to advance but lacks generation; (2)the lack of flexibility of teaching design limits the space of generation;(3)the course of teaching appears a"pseudo-generation",losing the direction of generation; (4)the content teaching is far away from the life experience of students,losing a generation opportunity;(5)The inappropriate treatment of the abnormal experimental phenomenon,neglecting generation resources.(6)Evaluation of classroom teaching lacks objectivity,Extinguish the generation spark. 2.Analysis of the factors impacting chemistry classroom teaching:(1)a number of different factors impact on the generation of chemistry classroom teaching;(2)the various factors on generation of the chemistry classroom teaching have no significant differences of effects;(3)each factor exerts great impact on chemistry classroom teaching,and is an important factor to generate.3.Identify the six main components impacting generation of chemistry classroom teaching of:teaching activity and monitoring,the intelligence of teaching practice of teachers,teaching attitudes and context creation,students'emotional cognition and teacher-student relationship,teachers' knowledge and the concept of scientific nature;teaching principles.