High School Chemistry Application "Guided Learning" Teaching Practice Research

Since the fall of2010, the new curriculum reform has been carried out in Gansu provinceofficially.The new curriculum reform requests that all the teaching activities should be basedon the development of students, and teachers should focus on the student’s development allthe time in their teaching ideas,too. Compared with the old textbooks, the present books arerearranged in integrated framework, presentation logic, the way of knowledge organizationand arrangement of the content curriculum etc. Great changes have taken place against thetraditional teaching model and it is a new challenge for teachers. The new curriculum teachingshould focus on developing and improving the scientific literacy of all students and lifelonglearning ability. In response to the concept of new curriculum, the students should be put onthe first important position, and made to actively participate in learning to cultivate theirinterest and enthusiasm in learning chemistry. In this case, we must change the past"cramming" teaching model, and change the students’ concept "want me to learn" into "I wantto learn", which requires the teachers to create varieties of ways to realize the goal ofstudents’ active participation in class. After a long time of data access and consideration, theauthor decided to use the "Guidance case" teaching method to respond to the requirements ofthe new curriculum teaching and improve the teaching quality in Guanghe Senior Middleschool, whose history is less than ten years and the teachers of which are those who justgraduated from college. Under the circumstances, to explore the "Guidance case" teachingmethod in the application of new curriculum chemistry teaching has profound practicalsignificance in the actual teaching process.Under the guidance of the "Guidance case" teaching, the author carried out the teachingactivities against the traditional teaching with lesson plans. The "Guidance case" teachingemphasizes the students’ learning as the main body in teaching activities, while teachersshould try to improve their scientific literacy and their ability to guide students’ independentlearning. That is to say, students are to be required to pay attention to enhancing their ownknowledge, strengthening the cultivation of their thinking ability. Their learning activitiescannot simply follow the teacher’s thinking, and their efforts should be made to develop theircreative ability. They should be encouraged to put forward their own opinions and views so asto strengthen the inquiry learning. Experiments in this study were designed as theexperimental group and contrast group under Randomized Pretest-Posttest Control Group Design. The subjects for this study were drawn from all the students from four classes (Class3,4,7,8Senior One) in Guanghe Senior Middle school, Linxia, Gansu province, who weretested in two group sessions over a period of one term. Analyzing the students’ grades beforethe test, while-test, and after the test, the author found that: there are differences in teachingeffects between the "Guidance case" teaching and conventional teaching in the new chemistrycurriculum; when the "Guidance case" teaching were applied to the different learning levelsof high school students, the effects on chemistry new curriculum teaching are different; Onchemistry teaching in Senior One, the implementation of the "Guidance case" teaching hassignificantly improved students’ inquiry ability, innovation ability and thinking ability.