Action Research On Promoting Flow Learning In The Practice Of Chemistry Teaching Design In Senior High School

At the end of last century,positive psychology emerged,and people's positive emotions and attitudes are one of its research fields,and flow is a key indicator of people's positive emotions and attitudes.American psychologist Csikszentmihalyi systematically studies and constructs flow.Under the basic concept of the new curriculum,teachers are required not only to pay attention to the structural design of teaching content,but also to stimulate students' interest in learning chemistry and promote the transformation of students' learning methods.This requires teachers to really take students as the main body of the classroom,pay attention to students' psychological development,cultivate students' interest in learning,and constantly improve their teaching design ability.Therefore,based on the flow theory,this paper proposes the Flow Learning,constructs and improves the relevant theory and practice paradigm of Flow Learning in the practice of high school chemistry teaching design,so as to promote the improvement of students' Flow Learning level.In order to promote the Flow Learning in the practice of high school chemistry teaching design,we need to solve two core problems:(1)how to carry out the relevant teaching design?(2)Based on the relevant teaching design to form teaching cases,practice can improve the students' Flow Learning level? In order to solve the above two problems,action research method,questionnaire survey and other research methods are mainly used.Firstly,through literature review,the concept of Flow Learning is defined,and its characteristics and appropriate evaluation scale are defined.Secondly,the basis and principles of high school chemistry teaching design to promote Flow Learning are clarified based on the relevant theories of high school chemistry teaching design.Thirdly,the research process is carried out according to the four links of action research.Finally,the results of data analysis are summarized.Taking 92 senior one students in a high school in Zhumadian City as the research object,this paper selects two teaching segments of compulsory one of senior one from PEP press,designs the teaching combining with the theory of Flow Learning,forms the teaching case,and carries out the practice according to the four links of action research.The results are as follows: the P values of the subjects before and after the test are less than0.05,there is a significant difference.Based on this,we draw the following conclusions:(1)the concept of Flow Learning is defined,based on its seven characteristics,integrated into high school chemistry teaching design,forming teaching cases.The relevant theories are preliminarily constructed and perfected.(2)The teaching design of high school chemistry integrated with Flow Learning can promote students' Flow Learning in practice.