"Trinity Interactive" In Chemical Teaching Model Research And Application Based On Living Education Idea

Years of teaching practice indicates that knowledge-points listing and lecture-exercise pattern in teaching can lay a solid foundation of knowledge to a certain degree; students may lack the ability of independent thinking and self-learning. It is hard for them to keep a high development potential, especially after they go to university. Based on the further study of student-oriented educational philosophy and the teaching practice under its guidance, new roles between teachers and students have been re-established in practice, referring to high school students’ cognitive characteristics and high school chemistry teaching features. Firstly, students are the principal part of learning, for which teachers and students should both be clear about students’ role in learning. Secondly, the role of the teacher shifts from the center of teaching to guiding direction, providing information, instructing methods, organizing seminars and providing assistance. On this basis, we explore a “Trinity interactive teaching” chemistry teaching mode on the strength of “self-learning& thinking,multi-feedback, and the promotion of interactive dialogue”.There are four dimensions in this theory. The first one is the trinity integrated by three learning process “pre-class, in-class and post-class”. The second one is the trinity in effective learning process, through three steps “Self-studying & Self-asking,Communication & Disambiguation, Evaluation test” to achieve “Self-study, Feedback and dialogue”. The third one is the trinity effectively integrating teaching resources—“Teachers, Students and Teaching materials”. And the fourth one is the trinity implementing “students’ knowledge and learning, capacity development,academic achievement”.The process of“Trinity interactive teaching ”chemistry teaching mode contains four stages: Self-studying & self-asking before classes, communication &disambiguation during classes, evaluation test after classes and problem solving sessions in exercise classes. Except from the time line, the whole teaching follows two main lines: the first one is an open line which is about students’ studying. Students are always learning in every aspect of learning, thinking, asking and practice. The otherone is a dark line, every step of the students’ studying are under the guidance of teachers, it is not a sheep type management. The successful development of these two lines is based on each step feedback. Both students and teachers can achieve full interaction, life and interaction, self-interaction. To achieve the dual goal of teaching and learning in the interaction, students take the initiative, cooperation, self-study,exchange of learning ability to achieve the twin goals of teaching and educating people.“ Trinity full interactive” mode of teaching process must be supplemented by various means and methods of teaching tools, such as, learning project, micro secondary school classes, group work, classroom quizzes, after class detect, 12 xue education cloud platform, multi-feedback and so on. They can make a bridge for the whole learning process from before class, middle class, after class to promote student effective learning, feedback and dialogue.This teaching model would like to offer to students four things : the first one is a dependent basis of learning, the second is learning outcomes, the third is the achievement feeling and the fourth is the internal driving force. Our researches provide some new teaching cases, case analysis and comment teachings, which shows the implementation process of this idea.