Study On The Theory And Practice Of Teaching And Research Activities About High School Chemistry’s Heterogeneous Class

Teachers’professional development is the necessity and direction of the educational revolution in our country. The new curriculum reform on teachers’ professional development puts forward new demands to the teachers:changes in teaching philosophy, changing role of teachers and changes in teaching methods. Team learning, mutual cooperation, foster co-consciousness are promoted among teachers in order to form "teaching community", and make teachers from isolation to cooperation. However, the stage of the educational and research activities can not meet the professional development of teachers. The education system is also not able to create much more reasonable educational opportunities to promote teachers’professional development. Teacher Professional Development Mechanism inadequate, teaching research atmosphere is not enough and not regulate, the opportunities of activities is fewer. And teachers lack of curriculum awareness, consciousness and self-awareness. These factors have seriously hindered the professional development of teachers, and made teachers confusion and loss. The heterogeneous class teaching and research activities bring teachers hope, become deeply popular among them and are regarded as a relatively efficient way for the teachers’professional development under the background of the reform. Therefore, in order to solve the problem of teacher education at the present stage of research activities and the teacher’s own existence, to improve the quality of teachers and teaching, and promote professional development of teachers, the thesis of high school chemistry "with the heterogeneous class" research activities carried out research.This study mainly from two aspects of theory and practice for high school chemistry "The heterogeneous class" teaching and research activities. The theoretical study is mainly from literature at home and abroad to learn about professional development for teachers and research status and inadequate "with heterogeneous class" activities. On the basis of the review and research, the significance and background of this study, the subject of research ideas and methods were raised. The principles and processes with "the heterogeneous class" implementation of research activities were guided based on the constructivist theory, the humanism theory, groups’kinetic theory and the optimization theory in teaching process. The analysis and research of specific processes of teaching and research activities reveal the relationship between "the heterogeneous class" and the teacher professional development. The level of utilization practice research based on observation method and questionnaire method, which makes the study on research methods not only overcome the questionnaire that the findings of credibility is not high, and also overcome observation of education in providing information is not comprehensive, this is an innovation of this thesis. In addition, we also use case study method and the comparative study to aid in research. The case studies was mainly from teaching content design, the teaching and student learning behavior in class three comparative analysis and evaluation, in the course of the study to explore the teaching deficiencies exist, develop appropriate problem-solving strategies, and refine some effective teaching behavior, provide some suggestions and references to other teachers teaching. The survey portion has two main purposes. First, in order to understand the chemistry teachers’ attitudes and participation to the heterogeneous class in teaching and research activities, and it is whether good for teachers’ professional development or not. The purpose is to reveal the fact that the heterogeneous class plays an important role in teachers’ professional development on a practical level. The second is to explore the shortcoming in the implementation process of the heterogeneous class activities, and to develop appropriate strategies and methods. The purpose is to optimize the implementation process in the heterogeneous class and to play its due in promoting teacher professional development.It is no doubt that the heterogeneous class can promote the teachers’professional development in both theoretical and practical aspects. But the extent and effect of the promotion depends on the way that schools and teachers to work together, yet to be tested by time. With this thesis, I just want to attract more attentions of the school leaders and teachers about that the heterogeneous class is playing an active role in improving the overall teaching standards of teachers.