Design Research, Based On Teacher-student Interaction Chemistry Classroom Teaching

The Guidelines for Curriculum Reform of Basic Education (Try-out Version) clearly points out the curriculum requires the teacher to foster in students active, and unique ways of learning with teacher-student interaction. Nowadays, the theoretic research on teacher-student interaction is comparatively stronger than the practical study combined with concrete subjects, particularly with chemistry. On this type of background the writer promotes the study of teaching project in chemistry class based on teacher-student interaction.The thesis makes use of four kinds of scientific research methods to discuss teacher-student interaction in chemistry class. The thesis is composed of preface, three parts, problem and prospect.In the preface, firstly, the reasons of teacher-student interaction and the meanings of study are advanced. Then, scientific research methods are briefly put forward.Part one demonstrates the general introduction of teacher-student interaction in chemistry class teaching and their theoretic basis. Firstly, it defines some main and essential concepts about interaction. Secondly, the basic characteristics of teacher-student interaction in chemistry class teaching are discussed from six interactive perspectives. Thirdly, it analyzes the factors affecting teacher-student interaction. Finally, the theoretic basis of teacher-student interaction in chemistry class teaching is described from four respects.Part two investigates and analyzes the current situation on teacher-student interaction in the process of chemistry class teaching, and the disadvantages are discovered from five interactive aspects.Part three designs chemistry class teaching based on teacher-student interaction. Firstly, the principles and strategies of project in chemistry class teaching are discussed. Secondly, it designs "question-interaction" mode that contains four stages. Thirdly, the course of implementation of "question-interaction" mode is launched and explored by means of two cases. The final part analyzes the effects of implementation of mode above from three angles.The part of problem and prospect analyzes primary obstructive factors for the implementation of teacher-student interaction in chemistry class teaching, and points out the problems on interaction needed to be further studied.