Based On The Research Of Sts Education In Nitrogen Cycle Of Teaching Design

This paper mainly studies the teaching design of the nitrogen cycle. This paper illustratesthe research of teaching design, practice design, and result design under the guidance of STSeducation theory.The society is developing continuously, and the education theory of the teachers must catchup with the development of society. The traditional teaching design of the nitrogen cycle cannotadjust to the development of the society. In the teaching design of the nitrogen cycle, puttingSTS education theory in practice is the demands of the development of society and also thedemands of cultivating new personnel.This paper analyzes the importance of the STS education theory firstly. STS educationtheory is the requirements of the times, the requirements of the curriculum reform, therequirements of the development of the subject requirement, the requirements of thedevelopment of instructional design. This paper analyzes the current situation of STS educationabroad and in China and the current situation of traditional teaching design of the nitrogen cycle,and also points out the disadvantages of traditional teaching design of the nitrogen cycle:centering the teacher and knowledge, emphasizing the importance of the concept and principle oflecturing, ignoring the creation of teaching situation，lack of necessary inquiry activity and thelearning style and evaluating style of the students being too monotonous. Because of the abovesituation, the reformation of traditional teaching design of the nitrogen cycle must go on. In thisway, the teaching design based on STS teaching theory comes into being.Secondly, it analyzes the meaning of STS education, the design principles of STS educationtheory, the meaning and basic procedures of teaching design. STS education instructional designprinciples emphasize the guidance function of problems and emphasize that the teachingevaluation should use "written test" approach, the chemistry learning portfolio assessment"approach, the activities performance evaluation "approach. STS education instructional designconsists of six programs: the analysis of the teaching goal, the student’s analysis, the analysis ofthe teaching content, teaching strategy selection, teaching media selection and teaching effectevaluation. It analyzes the teaching design of the nitrogen cycle based on STS theory from the six aspects of instructional design. In the four classes of Grade one in senior middle school andtwo experimental classes, we use the teaching design of the nitrogen cycle based on STS theory.In two ordinary classes, we use traditional nitrogen the cycle of instructional design to practiceresearch. We analyze the experiment data from the aspects of portfolio assessment results fromthe written test results, chemical learning activities performance evaluation results and teachingeffectiveness findings. It proves the advantages of the teaching design of the nitrogen cyclebased on STS theory t, which can exercise the students more, be more beneficial to improve thestudents’ability of solving problems, observing the experiments and applying the knowledge,make the students think about and summarize their study , make the students see their progress inlearning, make them be interested in learning, make the classes become colorful and improve theactiveness of students’study and their confidence.Finally, it points out the challenges that the teachers and students may meet in the teachingdesign of the nitrogen circle based on STS education theory and the significance of the teachingdesign. It provides beneficial help to the current chemistry teaching, the development of theteachers and students and the cultivation of personnel to use the teaching design of the nitrogencircle based on STS education theory in chemistry classes; but under this situation, the time forthe students to discuss becomes longer. Whether it can affect the performance in universityentrance examination and how to solve the conflicts between the two is still a problem for us tostudy.