Based On Improving The Effectiveness Of Junior High School Chemistry Classroom Teaching Design Research

In recent years, a series of reformations of classroom teaching have been carried out during the education reformation of all our country. Some new models of school teaching have been formed in the teaching-resource-rich schools in some cities and therefore results in some better teaching effects in these schools. In order to improve the level of school teaching, some local school teachers visited the schools of Dulangkou areas of Shandong province and learned how to improve our classroom teaching level in our schools by using the same teaching model, however, it did not result in the better teaching performance as we expected, which leads our local teachers to back to our former teaching model as we did before in our classroom teaching. Such a situation in our classroom teaching indicated that not the advanced teaching models but the suitable ones for our local schools are the best choice for our local education system. To get the better performance in the entrance examinations of university the school teachers have to pursue the high classroom teaching effect in classroom teaching activities. However, either success or fail of classroom teaching activity depends on the design of classroom teaching of teachers for the classes.During the reform process of the new course system the alterations of both the teaching model for teachers and the learning model for students are becoming to the key steps for the improvement of students’ learning performance, the cultivations of innovative spirit and practical ability, as well as the personality development of students. To transfer effectively the advanced chemistry education theory into the activities of both the teaching of teachers and the learning of students, it is necessary to design properly the bridge between the chemistry teaching theory and the activities of chemical teaching. Therefore, the study of the effectiveness of chemistry teaching design is particularly worthwhile for school chemistry teachers.In this paper, according to the actual situation of the junior high school students, author designed and finished the process of effective teaching activity based on the modern teaching theory. The design process of effectiveness teaching include:the teaching analysis (teaching content and students’learning level), the teaching goals, the integrating design for the effective model of learning and teaching, the evaluations of teaching design and teaching effectiveness.In this study, the third unit of the ninth grade chemistry textbook, the mysteries of substance was chosen as the experimental teaching materials in our teaching design. One of the ninth grade Class 121 and Class 125 were chosen as to the experimental teaching class so as to test the effectiveness of teaching design. During the experimental teaching the pre-examinations, the end-examinations and questionnaires for the teaching course were also carried out at the same time.In this study, the highlights of this teaching design are the careful analysis of teaching materials analysis and the careful analysis of the students’situations in chemistry learning. The former analysis leads us to reorganize the relative chemistry information according to the understanding level of students, which is in favor of the improvement of the effectiveness of teaching. The latter analysis can help teacher to understand the cognitive level, the level of prior chemistry knowledge and life experience of students, and to decrease the difficulty of students when they learn the new chemistry knowledge. These teaching processes can help students to build their new chemistry knowledge system based on their prior knowledge of the cognitive level and to enable them to get the maximum development in chemistry learning. In whole the experimental teaching process, as compared to the traditional teaching model, two hours of teaching time have been saved in finished the same teaching works. By the implementation of our teaching design, it was found some remarkable improvements in the control of classroom teaching for teachers, the achievements of chemistry for students, as well as, both the interesting and the initiative in chemistry learning for students.Several paper-exams, the learning interesting of chemistry for students in classes and the ability of students in applications of chemistry knowledge in solving the problems were used to as the indicators to test the effectiveness of both the teaching design and the class teaching. Based on the new chemistry teaching design, we found remarkable improvement in the activity and the interesting of students in learning chemistry and working out the chemistry problems, resulted from the completely understanding of chemistry for students in new teaching process based on our new teaching design. Furthermore, after the implementation of our teaching design, more and more students are willing to pre-read the chemistry textbook before our teaching classes and to participate in the discussion in class, which is very important for the students with the normal-level of chemistry knowledge. From the results of tests and the alterations of learning chemistry habits of students it can be concluded that our new teaching design for chemistry is a relative effective one as compared the experimental-teaching class with the normal-teaching one.Although I have made much effort to write this paper, my limited ability and knowledge may result in some defects in this study. Especially for the shortcoming of research of students’performance inside and outside classroom, I will try my best to continue both to explore and to address these problems in the future.