Application Research Of Task-driven Teaching In Improving High School Students’ Autonomous Learning Ability In Chemistry ——Taking "Chemical Reaction Principle" As An Example

The Outline of the National Medium-and Long-Term Education Reform and Development Plan（2010-2020）proposes that it is necessary to focus on cultivating students’ ability to learn independently,overcome the tendency of "exam-oriented education",and improve students’ autonomous learning ability,in order to adapting to the social development.It has gradually become a teaching research hot content.The critical period for the formation and development of students’ individuality of senior high school,as well as for the formation and development of students’ autonomous learning ability.Therefore,how teachers can promote the development of students’ autonomous learning ability in high school teaching has become an important topic.In contrast,task-driven teaching takes the task as the main line in “the teacher leading the course and the student following with no sense”.The students complete the learning tasks through independent learning or cooperative learning,so as to achieve the learning goals preset by the teachers.In this process,the students’ autonomous learning ability can be effectively improved.Therefore,combining task-driven teaching with improving students’ autonomous learning ability is a new idea to study how teaching promotes the development of students’ autonomous learning ability.This research first analyzes the research background,sorts out the research status,puts forward research questions,and expounds the research purpose,significance and ideas;secondly,it defines relevant concepts and sorts out the theoretical basis;relevant theoretical research,including feasibility analysis,teaching characteristics,teaching principles,teaching design Steps and teaching process strategies,etc.,and complete the task-driven teaching design in the teaching of chemical reaction principle modules;practical research and result analysis,expounding the research hypothesis and research ideas,and using the analysis software to measure the tool which is using in the research-the reliability and validity of the "Questionnaire on the Self-directed Learning Ability of Middle School Students" Test,and select two homogeneous classes in the second grade of a middle school in Bozhou City to conduct a control experiment,apply task-driven teaching to actual teaching,and communicate with students in time according to the interview requirements after completing teaching activities to understand students’ understanding of the teaching method.point of view,and analyze the results;the final portion mainly describes the conclusion and prospect of the result.The practical results show that:（1）Task-driven teaching can effectively improve students’ autonomous learning ability in chemistry.Through a questionnaire survey,it was found that students’ intrinsic learning motivation,cognitive strategies and meta-cognitive monitoring in the experimental class were related before and after the experiment of task-driven teaching design.Compared with the control class,there is a significant improvement,and there are significant differences.Combined with the analysis of interview results,task-driven teaching can effectively improve students’ learning interest,learning motivation and self-efficacy;effectively promote students’ acquisition,understanding and application of knowledge;and effectively improve students’ own cognitive strategy adjustment ability.（2）Task-driven teaching helps to improve students’ chemistry scores.The data show that,a significant difference between the the experimental class and the control class in the average chemistry scores,which indicates the task-driven teaching design is implemented in "The Principles of Chemical Reaction" Classroom teaching,and conducive to students’ understanding and mastery of the knowledge of this module.