| Learning through a specially designed scheme is a new type of teaching mode, where the students and the teacher cooperate to participate in the learning tasks, with the scheme as the carrier and teachers guiding the learning process. It is aimed at the improvement of the classroom teaching efficiency, featuring autonomic learning and the cultivation of students’ self-learning abilities. Such a mode perfectly corresponds with the principle that in the classroom learning the teacher should be the one to guide while the students its main body.This article theoretically and practically explores the possibility of carrying out such a mode in high school chemistry classes. Based on philosophy, psychology, and pedagogical theories, it suggests the strategies of working out schemes for the new-presentation lessons, mainly revision lessons and the examination paper review lessons and forms a relatively stable framework of compiling the learning schemes. It provides specific ways of making schemes for different teaching stages, namely, before class, after class and during class. Meanwhile, it advocates the "five-section" teaching procedure which is rooted in the classroom teaching practice, optimizes the classroom teaching structure and is especially suitable for the cognitive process of the students in the author’s school, greatly improving their studying abilities and academic performances. In addition, it summarizes the main existing problems with classroom teaching of this new mode through teaching practice and reflection and puts forward the corresponding solutions.In this article, by means of case analysis and reflection, the author tries to maximumly apply theory to practice, slightly adjusting the teaching methods of some different types of chemistry classes, such as chemical concepts and theories, chemical experiments, chemical calculation, element compounds knowledge, chemical language, revision lessons and so on, aiming to explore the most efficient learning schemes for each type to provide appropriate guidance for students.By analyzing data and comparing the academic performances of the students who are taught with the aid of the new teaching mode with when they were not and with those who are not, and by checking students’ learning situation about chemistry and how they make use of the learning schemes through questionnaires, such conclusions are made that learning through specially designed schemes can remarkably make students improved in their interest and confidence in learning chemistry, the making of objectives and plans, their involvement in chemistry learning, self-reflection and academic performances. This new teaching mode can help cultivate students’ autonomic learning consciousness, fully mobilize students’ learning enthusiasm, transform students’ learning style, and improve students’ chemistry academic performances, thus laying a solid foundation for their life-long learning and development. |
