The Teaching Design Research Of Meaningful Learning Theory In Chemical Reaction Principle’s Module

The module of the chemical reaction principle which has a strong theoretical, summarizes the general rules about chemical reactions based on the studies about chemical reactions. At the same time, the module of the chemical reaction principle is special in high school chemistry teaching material system. This module is the must-be tested module in the elective module, it connects the college entrance examination and the compulsory module. For these reasons, teachers often could not find appropriate teaching strategies in actual teaching process, students generally find it difficult to understand the nature of knowledge in this modules and they can not achieve the meaning construction of the knowledge.The Ausubel’s meaningful learning theory focuses on the existing knowledge structure of students, attaches great importance to the establishment of the students’ meaningful learning mind-set and the analysis of the meaningful learning condition. These views provide a theoretical basis to stimulate students’ learning emotion and to promote the students’ comprehension about the nature of knowledge.This study applies the meaningful learning theory to the field of chemistry teaching and proposes the chemistry teaching mode based on meaningful learning theory. The process of chemistry teaching mode based on meaningful learning theory including:(1) analysis the meaningful learning condition before teaching;(2) using a variety of meaningful learning strategies during teaching;(3) constructing knowledge network and promoting knowledge migration ability after teaching.This study does a teaching practice research on the chemistry teaching mode based on meaningful learning theory in a high school in the Hunan Province. The research proves that the chemistry teaching mode based on meaningful learning theory has a positive influence on students’study. It can obviously help students to construct a meaningful learning mind-set, stimulate students’ chemistry learning interest and motivation. In addition, this teaching mode doesn’t have a significant improvement on students’chemistry learning scores in a relatively short period of time.