The Study Of Chemistry Situational Teaching In Junior High School Based On The Classical Learning Theory

Junior year is the very first time for students to get to know chemistry. It is the transitional phase for students to learn chemistry from perceptual knowledge to research. It is vital for teachers ’teaching method to let students get through this period successfully. Since the junior year’s chemistry origins from daily life and can’t be separated from it. It is particularly important to carry on the situational teaching during chemistry studying, which has been a hot issue in the research of the junior high school teachers. On the basis of the classical learning theory, this paper studies the case design and practice of the situational teaching of the third year chemistry. The main contents of this paper include the following parts:The first part mainly study for the nearly four years’ chemistry entrance examination in Shaanxi Province. It turns out that the examination tends to be more related to daily life and situation, and the topic is more and more flexible. Integrated with those aspects of chemistry curriculum teaching object, teachers’ point of view, and students ’point of view. As well as the international study of English situational teaching mode. It is very important and practical to use situational teaching method during middle school’s chemistry teaching.The second part explains the concept, classification and significance of situational teaching. And summed up the related theory of situational teaching.The third part discusses the behaviorism learning theory, cognitive learning theory, and constructivist learning theory, humanistic learning theory and other classical learning theory, meanwhile it combines with the classical learning theory to carry on the statistical analysis to the third year chemistry knowledge.In the fourth part, based on the classical learning theory, the case design and analysis of the representative knowledge of the chemistry of junior high school is carried out.The fifth part is the combination of the author’s situational teaching practice research. And tracking the effect of situational teaching. The following conclusions are drawn from the above research.1、In this paper, through the representative situational teaching case study. It is feasible for students to use situational teaching in junior’s chemistry teaching. The research content not only enrich the basis of situational teaching theory but also enrich the junior’s chemical teaching content of class.2 、 Through the practice, It proved that situational teaching is helpful to improve students’ learning interest, and have a significant effect on the psychological quality, such as emotion, will and power. However, there is no significant improvement of the test results. The paper also makes a concrete analysis and discussion of its reasons.