The General Review Of Chemistry Teaching For Junior Middle School Under The Theory Of The Zone Of Proximal Development

After the implementation of the new curriculum, obvious changes have taken place in junior middle school education and teaching for chemistry, such as in the course structure, content, function, implementation, evaluation and management. The elementary education of chemistry in junior middle school is facing all the challenges of new curriculum. In this paper, in view of the review of teaching strategy problem on the lack of good process in junior middle school chemistry teaching reform in Fuzhou, based on the theory of the zone of proximal development proposed by Vygotsky, and combined with the basic idea of the new curriculum standards, a preliminary design of the general review of junior middle school chemistry teaching mode had been built up which catered to the psychological characteristics of junior middle school students’ learning of chemistry, and more convenient in procedure of teaching and learning.The connotation of "the zone of proximal development" theory and the current situations of the study are investigated;"the zone of proximal development" theory to guide the teaching of junior middle school chemistry general review is used to track the result of teaching research. And an experimental and contrast study is conducted through literature research, questionnaire survey method, case study method and class action research method on162students from junior middle school nine grade four classes that have no significant difference for example in learning interest, academic achievement and problem solving ability.The results show that, the experimental class which adopts innovative experimental design, scaffolding instruction, mind implementation diagram design, group competitions, difference exercises design in the general review process of teaching for junior middle school chemistry,whose learning initiative,learning interest,learning ability,academic achievement and interactive exchanges of students are significantly better than that of the contrast class. Under the teaching practice, the general review of the junior middle school chemistry teaching based on the zone of proximal development can effectively change the boring atmosphere in review, stimulate students’ interest, cultivate students review mining potential, enhance the thinking ability of the students, and comprehensively improve the efficiency of the review. It is significant that the general review is initiated by new curriculum teaching for achieving "focusing on the development of students".