Case Studies Of Blended Teach In In Junior Chemistry Teaching

Blended Teaching is a very popular teaching mode and teaching idea in the domain of education. It is the fusion of network learning and the advantages of traditional classroom teaching. Blended Teaching mix the study of teaching elements of teaching environment, teaching resources, teaching media, teaching method organically together, in order to provide the best opportunities for all learners and achieve the optimization of teaching effectiveness. The idea of Blended Teaching applying to the junior middle school chemistry teaching is a tentative exploration to the curriculum reform of basic education. What is Blended Teaching, how it works, The research focus on the B—earning of junior high school chemistry using case study method.Blended Teaching is a teaching mode of subject based on solving problems in learning under the guidance of the concept of B-Learning. Blended Teaching will combine and apply all the teaching elements optimally. Blended Teaching studies on the whole process of learning, basing on data analysis, paying attention to the study of internal development mechanism, through feedback control between teachers and students, in order to realize the personalized counseling. The teaching content of the research is based on problem through creating a lively and interesting problem situation, stimulate the interest of learners, and provide the learners to explore the conditions of learning. Learners with challenging learning tasks become active instead of passive learning. The teacher as the leader of teaching organize and guide student to learn independently, helpfully and exploratory. Through the Blended Teaching students not only mastered the knowledge, but also improved the learning ability of independent thinking and exploration. The main purpose of this study is to explore the course of junior high school chemistry of Blended Teaching and the effect of learners learning with Blended Teaching. The research design and develop the blended learning resources of the sixth unit "of the junior middle school chemistry and carbon oxides" with the method of case study, and collect data by the tools of interview, questionnaire, mind mapping, network system platform. The study described the process of blended teaching of junior middle school chemistry and organized the process into the case in the implementation phase, and analyzed the process of blended teaching with the method of time series analysis and statistical analysis. Finally, the study evaluate the effect of junior high school chemistry blended teaching comprehensively through the analysis reports produced by network teaching platform and the result of the questionnaire survey, interviews, knowledge structure graph.Through the analysis of the middle school chemistry blended teaching case, the study draws the following conclusion:The middle school chemistry blended teaching realized the teaching structure of teacher guiding and student as subjective position through combining the learning environment, learning resources, teaching methods, teaching media with the relationship between teachers and students. Through the blended teaching, students consolidate and internalize the knowledge. The thinking process and cognitive strategies of students could be optimized.and stimulate learners interest in learning, enhance the confidence of learning, learning achievement. This kind of teaching mode stimulated learners’interest in learning, enhanced the confidence of learning, and made student get the learning achievement.The research results implicate us:The Blended Teaching applying in the junior middle school chemistry curriculum, not only can achieve the teaching goal better, but also cultivate learners’comprehensive ability and make the learners to get comprehensive development, which is a positive and effective way to the curriculum reform of basic education.