Design Study Of High School Chemistry Classroom Instruction Based On Students To Ask Questions

Classroom teaching is designed activities with great purpose. Instructional Design is the "default" for the process of teaching. We can at ease conduct the design regardless of grades, curriculum levels or specific teaching tasks. Contemporary Instructional Design theorists generally believe that instructional design is a series of objective-oriented activities, Instructional Design is to be solved the three fundamental issues which are similar to "travel". That is where we will go, how we'll get there, whether we did arrive there. Answering "where we should go" is a objective-setting process, answering " how we'll got there " is a objective-oriented process and answering " whether we did arrive there " is a objective-evaluating process. Therefore, the key to success of the design and implementation of classroom teaching lies on its ability to effectively solve the the three fundamental issues which are "what is the objective", "how to achieve the objective" and "whether the objective is achieved", which can also be described as "what is the learning outcome"," how to achieve the learning outcome" and "how to evaluate the learning outcome ".Based on above viewpoint, I optimize the classroom Instructional Design of the new curriculum in high school chemistry based on the way of the problems the students put forward in order to improve the scientific literacy of students comprehensively. Take class period Instructional Design as an example, students preview the content of the textbook in advance, and put forward their problems(write their problems in the preview notebook). According to the students'problems again, I redesign the class period instructional objectives by combining of high school chemistry curriculum standards, teacher books, the related learning content of the textbook. Then based on advanced communications theory, learning theory, systems theory and the new curriculum idea of high school chemistry, I designed the classroom teaching process in detail in order to hard achieve the class period instructional objectives. Finally I evaluate comprehensively the achievement situation of class period instructional objectives by questioning, pencil-and-paper test, students performance evaluation table and other instructional evaluation methods.I adopt two research methods in this dissertation:1. Literature method. I mainly refer to documents, books, papers, research reports, etc that relate to high school chemistry classroom teaching, Instructional Design, the new curriculum ideas, scientific inquiry, the preparation of the questionnaire and statistical analysis,which is aimed at writing dissertation, espeially in illustration and application of theoretical knowledge to establish a solid foundation. 2. Experimental study method. Through the control variables, I carry on empirical examination by using the six months of teaching practice and evaluate synthetically the classroom instructional design based on the method of the students putting forward their problems.My research consists five parts:In part one, I describe the research background and content of this dissertation from the issue being raised, the main research contents and methods, research purpose and the development process of Instructional Design at home and abroad.In part two, I elaborate communication theory, learning theory, systems theory and instructional design of the basic elements and models and take them as the main theoretical basis in this dissertation.Besides, I pay special attention to the general principles and methods of high school chemistry classroom instructional design based on new curriculum idea.In part three, I conducted a systematic unit instructional design for the second unit ((chemical bond chemical reaction and energy)) of chemistry 2(compulsory)(Shandong Science and Technology Press) and carry out a detailed class period instructional design for every class by adopting the method of the students putting forward their problems.In part four, I adopt instructional design optimized in this dissertation to implement the actual classroom teaching and conduct a six-month experimental study in a county middle school.In part five, I explain the main conclusions in this dissertation:1. Adopting Instructional Design optimized in this dissertation to implement the actual classroom teaching plays a significant role in improving students'achievement in chemistry.2. Adopting Instructional Design optimized in this dissertation to implement the actual classroom teaching is very effective for improving students'learning interest and attitude.3. Adopting Instructional Design optimized in this dissertation to implement the actual classroom teaching plays a significant role in improving students' understanding in self-regulated learning.4. Adopting Instructional Design optimized in this dissertation to implement the actual classroom teaching is ineffective for improving students' understanding in inquiry learning and cooperative learning.Finally I analyze the causes of these conclusions and shortage in the research.