A Study On Classroom Teaching Practice Of "Science" Independent Pre - Study And Sharing Learning In Junior Middle School

Young students in the middle school, are coming into being and developing the cognitive ability, emotions, attitudes and value rapidly. It’s a key period and during this period, they will improve their learning capacity greatly; they are yearning for self-learning independently, also yearning for exchange learning and mutual learning during classroom, they have strong desire to share their own learning experience.In this paper, I take the science teaching of junior high school as the study object, under the guidance of the current theory of education, referring to the concept of the new curriculum standards, I practice the research methods which take a combination of theory practice and put in the first place to solve the problem. Overall the research process I take it as core line to e xplore the teaching strategies results of “independent pre-school and share learning” in the science teaching of junior high school.During this research firstly we find out the current status of the science teaching in junior high school by interviewing the teachers and students, then put into practice of “independent pre-school and share learning”in science teaching of junior high school, and after the research practice we investigate the effect evaluation by questionnaire which focuse on the students’ self-evaluation of non-cognitive aspects, such as students’ interest in learning, the attention on study task, the understanding on usefulness to learn th e scientific, the self-confidence, the ability to self-learning, the capacity to process information, the sense of innovation, the cooperation capabilities, the ability to express themselves, and so on. After studying, we draw the conclusions as below:1. The students’ non-cognitive quality is different before and after the practice with significant differences, the students’ testing score after the teaching practice is much better than the one before the teaching practice; also there is significant differences in students’ interest in learning, the self-confidence, the sense of innovation, the cooperation capabilities, the ability to express themselves before and after the practice of “independent pre-school and share learning”, the students’ testing score after the teaching practice is much better than the one before the teaching practice. All these indicate that the teaching practice of “independent pre-school and share learning” has achieved initial results.2. After the teaching practice of “independent pre-school and share learning”, in the capacity of processing the information the students’ score has improved but the differences is not obvious which does not reach the expected results.3. By the teaching method of the “independent pre-school and share learning”, the classroom atmosphere is more active than by the traditional teaching method, and the active classroom atmosphere can stimulate the students’ enthusiasm to participate in class, so that the student’s ability is to be fully developed.4. During the teaching practice of “independent pre-school and shared learning”, it is found that there should be a different teaching strategy for different teaching content, for the content taking declarative knowledge as base, it is suitable to carry out the independent study under guiding case then to proceed further study by questioning between students and teachers to share each other; for the content with concepts & regularity, it is suitable to promote the students’ independent pre-school learning by questioning the students the core issues, then carry out the shared learning around the core issues.