Practical Research On Improving The Teaching Effect Of High School Chemistry Classroom By O-AMAS Mode

The O-AMAS Effective Teaching Model is an interactive teaching model developed by the Effective Teaching team of Nankai University.Adhering to the concept of "studentoriented",the model takes student’s learning results as guidance and utilizes the benign interaction between teachers and students to carry out four teaching links,including "promptactivation,multi-learning,effective-assessment among brief-summary".Guide students to take the initiative to learn,improve student’s active learning experience,to achieve "busy up the student’ s learning process,lively teaching process,strict process management".Different from the traditional teaching model,the O-AMAS teaching model has a breakthrough in learning objectives,learning process,teacher role,and teaching evaluation among other aspects.The teaching concept meets the requirements of the new education reform and plays an important role in promoting the improvement of student’s core quality of chemistry discipline.This study consists of five partsThe first part is the introduction: This paper expounds the research background,focuses on the research status of the O-AMAS teaching model and effective teaching mode at home and abroad,determines the research content,research problems and methods,research purpose and significance,research route.The second part defines the concept and constructs the theoretical basis: Defines the concepts of the O-AMAS teaching model and classroom teaching effect are defined,discusses the meaning,Linkages between basic elements and the discipline of chemistry,characteristics,and advantages of the O-AMAS,and compares the O-AMAS teaching model and traditional teaching model.The third part is to design the research framework: To investigate the status quo of chemistry class in high school students and analyze the reasons.The reliability and validity of the questionnaire on the effectiveness of chemistry classroom teaching and learning were tested by SPSS27.0.According to the results of the investigation,the research hypothesis and research ideas are elaborated,the feasibility of the O-AMAS teaching model in high school classroom teaching is analyzed,Construction of high school chemistry classroom O-AMAS effective teaching model.The fourth part of the experimental study and result analysis: Through the significant level test of the mid-term test scores of the two classes,it was determined that Class 1 of Grade 1 in Shaoxing Jishan Middle School was the experimental class and Class 2 of Grade 1 was the control class.The experimental class is the chemistry classroom teaching based on the OAMAS effective teaching model,and the control class is the chemistry classroom teaching based on the traditional teaching model.The teaching is carried out by the same teacher,and the irrelevant variables are strictly controlled.After the implementation of the teaching,paperand-pencil testing of chemistry learning results in the section "amount of substance",to understand the experimental class of students on this part of the content of chemical knowledge,grasp the situation,then the test results for data analysis and verification hypothesis.The questionnaire was used to investigate the student’s recognition of the O-AMAS model in the experimental class and whether the student’s learning motivation,teacher-student interaction and student participation had changed based on the model.The fifth part is the research conclusion and prospect: It is concluded that the O-AMAS effective teaching model is conducive to improving student’s ability to construct chemical knowledge,forming a good teacher-student relationship,and improving student’s participation in chemistry classroom.Finally,reflect on the shortcomings,Lay the foundation for the application of the O-AMAS effective teaching model in high school chemistry classroom teaching.