| Under the circumstances of new curriculum reform,teachers should focus on students.Thus,teachers are required to be able to use the advanced organizer teaching strategy which means that the teacher gives advanced organizer while the student solve the problem through the original knowledge or experience in his mind,rebuild the new knowledge based on the previous knowledge system and get as well as improve the knowledge system.Although the study of advanced organizer on Middle School Chemistry Teaching is beneficial to the teaching and studying,it is rather difficult for the teachers to find enough data to refer to.This article is divided into six chapters,in which the strategy is applied to the junior high school chemistry teaching.Chapter One is preface where the background,the significance,the research status and research task are introduced.And in the second chapter,I talk something about the theoretical basis of this paper.Ausubel's meaningful learning theory can also be found in this chapter,which includes the definition,the principle,the type and the relationship between meaningful learning theory and advanced organizer.You can also find the definition,type,characteristics,the promotion study and teaching model in chapter two.The third chapter is developed from three aspects,based on the applied research of the advanced organizers in chemistry teaching in junior high school.First,the student is the main body of teaching while the teacher should choose proper pattern to teach and combine the teaching practice.Then the leading organizers are divided into four categories according to the actual teaching practice in junior high schools(1)the leading organizers who use life experience(2)the leading organizers based on their previous knowledge(3)the leading organizers based on chemical experiments(4)the leading organizers based on graphic diagrams.Last,teaching examples are followed by each classification.Chapter four mainly talks about the teaching design.It points out that the content is quite basic,full of diversity,based on daily life and there are close connectionsamong them.Besides,advanced organizers,means of questionnaire and teaching designs are formed here.The main chapters are close to life.Chapter 5 mainly introduces the implementation of teaching design and data analysis.Through analysis of teaching effect,students can perform well in class and answer questions actively,during which the leading organizer can guide student to think.Therefore,students can improve their grades.And in the sixth chapter the result and the meaning of the teaching are mentioned.Four methods are used in this article.First,it's Documentary Research Method that can know about domestic and foreign research status.Second,it's Questionnaire which can help to survey on the experience and knowledge of junior middle school students.Third,it's the method of classroom observation which means to record's observe and study learning and teaching behaviors.Last,it's case analysis it is to analyze the teaching accidents or problems in class after the uses of leading organizer.And then the method of solving it or improving the effects can be found out.The strategy of advanced organizer has many benefits.To begin with,it's helpful for the students' thinking.It can stimulate their interest in learning,which can mobilize students' learning initiative and therefore promote the students to study.The strategy is to to inspire students to think and thus to mobilize their prior knowledge or direct material life experience to solve the new problems and finally improve the teaching effect.The teaching strategies can be so widely applied in classroom teaching practice that it is well wroth being promoted,partly because the conclusive part teases the clew and summarizes all the contents and give examples for each,which is able to apply in the middle school chemistry.And partly because two teaching cases are showed where the analysis of a better teaching is concluded. |
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