Adaptive Research And Practice Of Chemistry Instructive Design Based On Constructivism Theory In Senior School

Constructivist learning theory formed in the late1980s,which gives new challenge to traditional teaching. The main content of constructivism can be summarized as:pay attention to the dominant position of students,Emphasis on the discovery of students in the learning process, Emphasizes on the construction of knowledge.The ideas of constructivist learning theory not only provides a theoretical basis for the new curriculum reform,but also have a significant effect on the practice of teaching. Instructional design based on constructivist theory has become a hot topic in the research field.However,are constructivist instructional designs suitable for all knowledge of study? It is not elaborate in constructivist learning theory. A few research abroad have studied in this area,most of them were empirical research.Therefore, adaptive Research of constructivist instructional designs not only have theoretical and practical significance,but also provide a reference for teachers and students.Based on previous studies,this paper combined with Chemistry which will research the applicability of constructivist instructional designs by using empirical methods.This study use2×2experimental design. Independent variable A is instructional designs:level1is the traditional teaching methods (al), level2is teaching methods based constructivist learning theory (a2); independent variable B is teaching content:level1is chemical declarative knowledge (b1), level2is chemical procedural knowledge (b2); dependent variable is the effectiveness of learning,which is measured by the chemical score.This experiments did in zhonghe middle school in Chengdu.The experimental subjects are chosen in two parallel classes in first grade.The research materials are constructivist instructional designs and high school chemical test papers,which are prepared by the experiment.After three-month teaching practice,the data is collected from the tests and analyzed by spss11.5.The following conclusions are included:(1) Using instructional design can enhance students’ chemistry achievement than using constructivist instructional design.(2)Not all the instructional designs suit for all the type of knowledge constructivist instructional designs suit for procedural knowledge,which can improve chemical performance of procedural knowledge; traditional instructional designs suit for declarative knowledge, which can improve chemical performance of declarative knowledge.