Study And Practice On <chemistry Of Life> In Situation Teaching

The core of the new curriculum reform is the cultivation of student's science literacy, and to achieve educational goals in knowledge and skills, processes and methods, attitudes and values three dimensions. Knowledge can be obtained through learning by means of accepting what it is, but the skills, methods, attitudes and values can not be formed by indoctrination. Therefore creating a learner-oriented learning environment and providing actual living scene shall be the proper approach to achieve the three dimensional teaching goals of the new curriculum. In this case, the situational teaching is an effective teaching model which adapts to the new curriculum reform.At present, in China, most of the chemistry situational teaching studies are focusing on compulsory 1 and 2. Comprehensive situational teaching research on the optional of <Chemistry and Life> has not been found so far. In addition, despite the research and discussion on situational teaching are more in-depth in theoretical study, but the collection of specific situational models and teaching cases remain to be developed.This article explores chemistry situation teaching based on students'development-oriented concept of the new curriculum, constructivism learning theory, situation recognition and learning theory and predecessors'research achievements. According to the module teaching contents in <Chemistry of life>, what we focus on is to create situations by providing historical chemistry stories, popular science stories, experiments and problems in daily life. Applying multimedia technology in situation teaching process is implemented. Real life active scenes are created to benefit students'thinking as well as practice and all-round development.This article is divided into five sections which go as followings:SectionⅠ, it analyzed the subject's background. Implementing situational teaching is to meet the need of new curriculum concept and new chemistry curriculum standard and is the requirement of teaching content of the elective <Chemistry and life>, and also the need of cultivating talents for the subject of the chemistry through the students'interest in learning.SectionⅡ, it illustrates the theoretical basis of this article. In this section, the concepts of situation, teaching situation and situation teaching concepts are clarified and defined. The relevant instructive theories, such as the core contents of the constructivism learning theory and situation recognition &M learning theory are elaborated.SectionⅢ, it explores the practical research of implementation of situation teaching, which is the key element of this article. It analyzes the present situation teaching of <Chemistry of Life>, its teaching situation, its module characteristics and collection of scene materials, introducing the methods and cases of the implementation. It also includes statistical analysis of the chemistry scores of the experimental class and the compared class, questionnaire investigation of students'interests in learning chemistry before and after experiment, and acquisition of teaching effects through interviewing students in the experimental class. To make the study more pertinent and effective, the author designs a questionnaire concerning the present situation teaching of <Chemistry and Life>. As a result of it, the experiment of "situation teaching" is performed on the selected Class 9 Grade 2 in HuangDai Senior School. Before and after the experiment, questionnaires are made to survey students'interests in learning chemistry in both the experimental class and the compared class, statistics of students' scores are analysed, and interviews are made in the experimental class to investigate the teaching effects.SectionⅣ, it draws the conclusion of this research based on the discussions in above three sections.SectionⅤ, It deals with the lessons learned through the research process.