Junior High School Chemistry Teaching Life Study

Adapting to the demands of the new curriculum reform, conforming to the regulation of chemical teaching in junior middle school, chemical teaching lifestyle could effectively solve the present problem that chemical teaching is divorced from students actual life and could follow the rule of students’ psychological and mental development. Meanwhile,through arranging teaching content, chemical teaching lifestyle would help students form their own chemical thought and conception, and finally would apply the knowledge to nature and society. Furthermore, it could help analyze the chemical phenomenon in our daily life,resolve problems from chemical view, transcend actual life continually. Let students actively explore in chemical learning and feel diary chemistry in exploring. Through current situation investigation of chemical teaching lifestyle in junior middle school,this study try to find existing problems and reasons of chemical teaching lifestyle to provide an effective strategy to carry it out.In order of studying,this thesis is divided into four chapters :The first chapter explains the content and value of chemical teaching lifestyle. Not only it analyzes the content of chemical teaching lifestyle, but also it builds the concrete performance in three aspects,which are teaching content, teaching method and teaching appraise. It is valuable to help students understand chemical knowledge,develop their emotion in chemistry, lift their capacity in knowledge application, and improve their living conditions.The second chapter explores the theoretical supports and basic principles of chemical teaching lifestyle. It bases on constructivism learning theory,subjectivity education theory,and STS education theory. During the actual teaching process,student-based principle,scientific principle,problematic principle and permeable principle.The third chapter shows the present situation in chemical teaching lifestyle. Questionnaire expresses that its major problem lies in the teachers’ incomplete apprehending about lifestyle,their undeveloped resources beyond textbooks, and mono-assessment way to chemical teaching.The reasons are that the confines in system of high school entrance examination,the deprivations of schools and communities supporting,the limits of teachers themselves, and the indirect restrictions on students’ living experience.The forth chapter refers to promote the optional strategy in chemical teaching lifestyle. It needs strong support of schools and communities and establish the platform to implement chemistry teaching lifestyle. And teachers are needed to play leading roles in exploring new conception and pattern of teaching lifestyle,students are needed to strengthen the sense of chemistry and enrich their own life experience.