Research On The Guidance Of Teachers In Chemistry Self-regulated Learning Of Middle School

Human life is a continuous learning process and self-learning ability is essential for every person. New Chemistry Curriculum Reform attaches great importance to foster students' ability to learn. However, independent study in secondary school doesn't mean that teachers can be spared. On the contrary, self-directed learning should give full play to teachers' leading role of instructing and guiding. Therefore, this thesis chooses teacher's guidance involving in the self-directed learning of senior grade one chemistry as research object in a bid to improve the ability of high school students, especially the fresh students, to learn chemistry, revisit the relationship between teaching and learning and solve some of the problems highlighted in the self-directed learning process of secondary school chemistry. The main contents of this study are as follow:It first conducted a review of the status quo, inadequacies, problems and development trends of studies at home and abroad of independent learning and the self-learning of chemistry. Based on this, the author carried out a questionnaire survey among fresh students of high middle school, to gain insights of their understanding, attitudes of independent study and the practical situation of their self-directed learning of chemistry during their senior grade one. In the meantime, the study conducted interviews with high school chemistry teachers and on-spot classroom observation, so as to gain a better understanding of their thoughts about teaching and learning, instruct the self-directed learning of senior grade one chemistry and provide experience in this field that can be used for future reference. This research has for the first time systematically built a theoretical framework for "teacher's guidance involving in independent study of secondary grade one chemistry" from the aspects of the concept, types, elements, goals and effects of teachers' guidance. It also has for the first time explored the general process in which teachers instruct students in their self-directed learning by designing the teaching and learning process of several common lesson types of senior grade one chemistry and studied its application in classes. In the end, the study elaborated instructional strategies for the self-directed learning of students and analyzed the application of these strategies in teaching senior grade one chemistry, as a meaningful attempt to help improve the theoretical system of self-directed learning of chemistry.