The Practice Research Of Chemistry Teaching In Senior High School Based On “Dual-mode Teaching-learning”

The new curriculum reform emphasizes to improve students' core quality and cultivate students' ability of lifelong learning.It emphasizes students' subjectivity,attaches importance to the cultivation of students' innovative spirit,cooperative spirit,practical ability and learning ability,and lay the foundation for students' lifelong development.Under the guidance of the educational concept of "student-oriented,fully respecting the independent learning and development of students" and in combination with the characteristics of the source of students,the author puts forward the teaching concept of "Dual-Mode Teaching" in Changsha No.15 Middle School(replaced by C)of the school.Its purpose is to change the teaching methods,improve the teaching quality,improve the level of chemistry teachers' education and teaching,and cultivate the students' core quality.In the teaching of teachers,the teaching mode of "learning case guided learning and self-study inquiry" is implemented,and the learning mode of "Siqing test" is implemented in students' learning,collectively referred to as "DualMode Teaching"."Dual-Mode Teaching" realizes the principal position of students and breaks the routine practice of teaching with only teaching plan.It takes "learning plan" as the carrier to implement guidance for students' independent exploration and active learning,so that students can learn independently and cooperatively and experience the process of knowledge formation.Implement knowledge points in the form of "Siqing" and test and feedback the learning situation of students so that students can consolidate the basic knowledge.Traditional teaching is dominated by teachers' teaching,and students are in the state of passive learning.Students are allowed to mechanically memorize and train in the whole learning process,ignoring students' self-learning ability and exploration ability."DualMode Teaching" embodies the new curriculum concept's requirements for students' self-learning and lifelong development.Change the original educational concept,and create a learning atmosphere of autonomy,cooperation and inquiry for students,so that students can actively explore new knowledge under the guidance of teachers,promote the development of students' learning ability and problem-solving ability.Under the guidance of pedagogy,educational psychology,chemistry teaching theories and chemistry teaching strategies,this paper takes the students of grade 2019 in C Middle School as the research object,and summarizes and reflects on the achievements,experiences,existing problems and deficiencies of the implementation of "Dual-Mode Teaching" in chemistry teaching in grade one.Use literature method to understand the research status at home and abroad;Questionnaires,interviews and other methods were used to understand the evaluation and Suggestions of teachers and students on this teaching method.Empirical research method is adopted to conduct practical research on the implementation of "Dual-Mode Teaching" of Chemistry in S middle school,so as to obtain front-line situation and classroom experience.This paper summarizes the practical experience of this teaching mode,summarizes the specific implementation effect and influencing factors of "Dual-Mode Teaching",and puts forward Suggestions and schemes for further implementation of "Dual-Mode Teaching".The author discusses the article through the theory part and the concrete practice research two parts.The first part is the theoretical part,aiming at the main content and significance of the research on "Dual-Mode Teaching".Meanwhile,the author consulted relevant literature to understand the research status at home and abroad.On the basis of the theory of "Dual-Mode Teaching",the related concepts are defined.This paper discusses the teaching concept of "Dual-Mode Teaching" through four teaching theories: constructivism learning theory,humanism theory,zone of proximal development theory and Ebbinghaus forgetting curve theory,which lays a theoretical foundation for the design and implementation of learning plans.The second part is the practical research part.This paper designs and writes a chemistry case based on the knowledge of required course 1 in senior high school chemistry and the design principles of people-oriented,independent learning and ability cultivation.According to the prepared learning plan,carry out teaching practice at the same level of class,and by analyzing students' chemistry scores and questionnaires,the research results are summarized.Two typical cases are selected to elaborate emphatically.The results show that the implementation of "two-mode teaching" has a positive effect on students.The implementation of "Dual-Mode Teaching" has significantly improved the students' chemistry learning,enhanced their interest in learning chemistry,improved their learning attitude and habits,enhanced their independent learning ability and cooperative exploration ability,which is conducive to the improvement of their core chemical accomplishment and laid a solid foundation for their lifelong learning and development.Shortcomings of "Dual-Mode Teaching" is that the mechanical application of learning plan increases the gap between students;The unified application of learning plan weakens teachers' unique understanding of curriculum;In the process of classroom implementation,teaching time allocation is too rigid,and students' completion efficiency and enthusiasm for participation are low.But in the implementation process is not perfect,so the author through this "DualMode Teaching" some personal opinions,hoping to provide a constructive reference for the school and even the national chemistry teaching in the first year of high school.