The Case Design And Practice Of "115" Efficient Classroom Teaching Model In High School Chemistry Teaching

Since 2001,China began a new round of basic education curriculum reform,the goal is to fully implement the party’s education policy,promote all-round quality education and make a fit demand of talents in the 21 st century.As the main position and end-result of curriculum innovation,classroom teaching must constantly seek the maximization of teaching effectiveness to achieve the purpose of curriculum reform.At present,the biggest problem encountered of curriculum reform in classroom teaching is that the teaching effect is not obvious or effective.Therefore,how to effectively implement effective teaching and improve the effectiveness of classroom teaching has become the most important topic facing the current education and teaching work.In order to reverse the shortcomings of traditional teaching and improve the effectiveness of teaching,the efficient classroom teaching model adapted to modern teaching has been proposed.Under the guidance of the new curriculum concept,combined with its own teaching situation,the Longxian middle School has created an effective classroom teaching model with its own teaching characteristics.This paper takes the example of the "115" chemical efficient classroom model originally created by the Longxian middle School to illustrate the application of "115" effective classroom teaching model in chemistry classroom teaching.Through empirical research,the paper analyzes the problems encountered in the "115" effective classroom teaching model applied to high school chemistry classes and provides reference opinions on the inadequacies.1.Questionnaire surveys,interviews,and other methods were used to investigate students’ chemistry classroom learning.The analysis shows that 51.70% and 60.34% of the students in the two classes have low interest in chemistry learning;only 11.63% and 9.45% of students choose to take the initiative to preview the content of the class.Most students preview in advance have a direct relationship with teacher’s request and the degree of emphasis on previewing is not enough;48.27% and 53.45% of the students in the two classes indicated that they rarely take the initiative to participate in the classroom and lack of initiative in learning.In both classes,more than 60% of the students prefer to communicate with each other.53.45% and 48.27% of the students in the two classes relied on communicating with the classmates to complete the assignment and have not enough emphasis on homework.2.Based on the characteristics of chemical sciences and the concept of effective classroom,the design and practice of "115" effective classroom teaching model in high school chemistry teaching was discussed.In the design of guides and instructional design,pay attention to the principles of constructivism,the recent development zone theory,Maslow’s hierarchy of needs theory and other related theories,firmly grasp the student-centered teaching philosophy,and rely on the guiding case for teaching,design the five aspects of classroom operations,and at the same time pay attention to the interaction between the guiding case and the instructional design,so that the guidance case really assists teaching.In teaching design,we must use rich means to stimulate students’ interest in learning and guide students to actively study.3.The practice of “115” effective classroom model is based on the Compulsory course of High school first grade,student-centered,and combining the students’ existing experience,selecting “Ion response and its occurrence conditions” to display tutorials and instructional design.4.Select the experimental class and the control class,conduct comparative experiments,and evaluate the practical effects through achievements,interest,and classroom performance.The data show that 48.27% of students said that their interest in chemistry learning has improved greatly compared to previous years;65.52% of students have taken the initiative to prepare in advance,because of the role of the guiding case;53.45% of students choose to actively answer question in the classroom.The number of students who liked group discussions to study was 58.62%;the timely consolidation in the classroom increased the number of students who had completed the homework to 48.27%;students also suggested that there should be sufficient time in the group discussions in the classroom.At this time,we should also give appropriate instructions;the academic performance of the experimental class has surpassed the control class in steady growth.It can be seen that implementing the "115" effective classroom teaching model can increase students’ interest in chemistry learning,improve students’ chemistry learning ability,increase students’ chemistry class participation,effectively increase students’ attention to work,and effectively improve students’ Chemistry study results.