Situational Teaching Research And Practice In High School Chemistry Teaching

In the school edition, the classroom instruction will be the core, the classroom instruction has an important effect on students’ cognition development. This research takes the classroom instruction method choice as the breakthrough point and the situational teaching method used in high school chemistry classroom teaching and the effect on students. The author takes the situational teaching, chemistry classroom situation teaching, effect of the chemistry classroom situation teaching as a master line. And make a situation teaching characteristic, the function, chemistry situation teaching principle, the establishment method and so on. Through conducting the research and using qualitative and quota to appraisal teaching effect. The author hopes this research can provide the high school’s chemistry teaching with the reference.In the first chapter, the introduction part, mainly regard this research topic, research purpose and significance of topic selection and research status of a brief introduction and analysis.In the second chapter, the paper introduces the relevant theories of situational teaching concept, and explores the characteristics and functions of situational teaching, and make a simple comparison with the traditional teaching method in the process of exploring.In the third chapter, mainly focuses on the practical teaching, using the method of situational teaching into the chemistry teaching, we should not only follow the general principles of situational teaching but also reflect the particularity of chemistry and try to provide a typical chemical teaching case.In the fourth chapter, the author tries to use situational teaching method in the actual teaching and use other traditional teaching methods to control experiment class. The author carries on the qualitative description and quantitative analysis as the result of the experiment. Questionnaire survey method qualitative description mainly made from the students’ interest in learning, learning attitude and the acceptance of teaching methods. As a result, the result is that the experimental class teaching is better than that in comparative classes; Quantitative description uses the Time Homogeneous Markov Chain to eliminate the impact of students’ basic difference. Analyzing the grades of situational teaching by experimental, results of the experimental classes of teaching result are higher than that in comparative classes. The comprehensive qualitative and quantitative analysis, situational teaching of the teaching effect is superior to the traditional teaching methods of teaching effect. From the conclusion in chapter five, we can get the conclusion that situation teaching is better than traditional teaching, and it also has a great influence on students and teachers according to the research process, the theoretical analysis and practical exploration, combination of qualitative and quantitative analysis, which changes their learning methods and teaching methods greatly, and teachers can finish high school chemistry learning tasks and teaching task better. Therefore, the situational teaching has certain theoretical significance and practical application value.