(a) question:
The chemistry course in compulsory education stage is the primary stage of chemistry education. Chemistry teaching should focus on students' existing experience, so that students can learn new knowledge and skills in familiar life situations, feel the importance of chemistry and improve their interest in chemistry learning. Advocate students to participate actively, be willing to explore, be diligent in doing things and experience the learning process; Cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, communicate and cooperate, and have the desire and ability of lifelong learning. With the gradual advancement of the new curriculum reform, the connotation and measurement standard of teaching prescription has gradually changed from the traditional prescription view that pays attention to the tendency of imparting knowledge to the prescription view of "life classroom". Therefore, improving the effectiveness of classroom teaching is the support and conclusion of the new round of curriculum reform.
Since the implementation of curriculum reform, a series of changes have taken place in chemistry classroom teaching in junior high schools in China. The form of classroom teaching is more vivid than before, and students are more active in teaching. However, at present, there are still the following outstanding problems in junior high school chemistry classroom teaching in our county: the change of teachers' teaching concept is not complete, some chemistry teachers still focus on "teacher teaching"-"student income", and students' participation is not enough; There is no passion in classroom introduction; The classroom teaching effect is not good; Some teachers engage in sea tactics simply to improve the paper-and-pencil test scores, and students have a heavy academic burden, which has caused a considerable number of students to be tired of learning and have low teaching efficiency. These problems have seriously affected the improvement of the overall chemistry teaching quality in our county.
Effective classroom teaching refers to the optimization of teaching process, the scientification of teaching methods and the maximization of teaching effect, which can promote the coordinated development of students' knowledge and skills, processes and methods, emotions, attitudes and values, aiming at improving classroom teaching efficiency. Practice has proved that the effectiveness of classroom teaching is a complex problem, which is restricted by many aspects and factors. Paying attention to the classroom and the effectiveness of teaching is the key to improve the teaching quality. The idea of effective teaching originated from the western science teaching movement in the first half of the 20th century. In recent years, there are many research topics about the effective strategies of classroom teaching in China. In order to effectively improve the effectiveness of junior high school chemistry classroom teaching under the new curriculum concept and promote students' all-round development, combined with the current situation of junior high school chemistry classroom teaching in our county, I think its reform should work hard to stimulate students' interest in learning, mobilize students' enthusiasm and initiative, and fully realize that students are the main body of learning. Therefore, I choose this topic, aiming at taking junior high school chemistry classroom as the research object, starting with classroom teaching behavior (introduction, activity and homework design), and exploring strategies to improve the effectiveness of junior high school chemistry teaching, so as to greatly improve classroom teaching efficiency.
(b) Significance of the study:
Through the research on the topic of "Research and Practice of Effective Strategies in Junior Middle School Chemistry Classroom Teaching", this paper investigates the puzzles and problems existing in the chemistry teaching practice of junior middle school chemistry teachers in our county, helps chemistry teachers get out of the misunderstanding, enables junior middle school chemistry teachers in our county to study the new curriculum standards and concepts more deeply, systematically sorts out and promotes their own education and teaching, and makes clear the rationality and effectiveness of their teaching behavior and the importance to students' development, so as to promote the change of teachers' concepts and strive to realize the teaching methods and means in teaching. Create a new classroom full of vigor and vitality, so that students are willing to learn and develop in an all-round way, and promote the overall improvement of chemistry teaching quality in junior high schools in our county.
Second, the concept definition and research objectives of this topic.
Concept definition
1. junior high school chemistry: chemistry subject of grade 9 in Helan county middle school.
2. Classroom teaching: refers to the first class when students are studying at school, that is, classroom teaching with classrooms and laboratories as teaching places, class collectives as teaching units and 40 minutes as a teaching cycle.
3. The effectiveness of classroom teaching: refers to making students gain something, make progress and improve through classroom teaching. Specifically, it refers to students' cognition, from ignorance to understanding, never having a meeting, from knowing less to knowing more; Emotionally, make students never like it, never interested in it, and from "want me to learn" to "I want to learn", that is, pay attention to students' all-round and full development in the field of three-dimensional goals.
4. Strategy: method or means.
(B) Research objectives
1. Through theoretical study and summary and reflection, we seek relevant theoretical support in line with this research.
2. Investigate the problems existing in chemistry classroom teaching in junior middle schools in our county.
3. Change teachers' teaching methods focusing on imparting knowledge and skills training, promote teachers' initiative and creativity, practice the basic concept of "teaching with learning and promoting learning with teaching", and explore operational strategies to improve the effectiveness of classroom teaching.
4. Create teaching scenarios, optimize classroom teaching, and make the classroom full of vitality by carrying out real and effective interactive teaching, fully embody the teaching concept of "students as the main body", cultivate students' strong interest in learning, and stimulate students' learning aspirations and emotions. Change students' passive learning methods, promote the development of students' subjective consciousness and ability, and promote the formation of learning methods such as "autonomy, cooperation and inquiry".
5. Guide teachers to "learn in teaching" and "teach in research", promote teachers to take the road of professional development, and improve the overall teaching and research level of junior high school chemistry teachers in our county.
Third, the theoretical support and principles of the research.
(1) theoretical basis:
1. The theory of contradiction of dialectical materialism: "The fundamental reason for the development of things lies in the contradictions inside things, not in the contradictions outside things." No matter how much teachers talk in teaching, it can only be the external cause of students' knowledge and ability, which is the second factor; The students' own understanding, practice and reflection are the internal factors and the first factor.
2. Constructivism theory: learners are not passive recipients of knowledge, but active constructors of knowledge, and information imposed by the outside world can only become their own knowledge through learners' active construction. In a certain situation, learners, with the help of teachers and classmates, use necessary learning materials and acquire knowledge by means of meaning construction on the basis of their existing knowledge structure. Therefore, it is necessary to create a learning environment conducive to the interaction between teachers and students, and build knowledge together with students.
3. Interactive education theory: Educational activities are life-to-life communication between teachers and students; Teaching process is a dynamic interactive activity between teaching and learning. By adjusting the relationship between teachers and students and their interaction, this process forms harmonious interaction between teachers and students, students and teaching agents, strengthens the interaction between people and the environment, and produces teaching vibration.
4. Curriculum reform concept: change students' passive and receptive learning style, and advocate independent inquiry and cooperative communication learning style.
(2) Principles to be followed
1, the principle of subjectivity. Take classroom teaching as the main position, change teachers' own ideas, fully understand the significance of "promoting teaching by learning and promoting learning by teaching" and understand the "subject" of students' learning.
2. Scientific principles. Based on the actual situation of students in various schools in our county, we carried out research, always followed the scientific management of the subject, and the members of the research group were United sincerely, giving full play to their own advantages and actively undertaking sub-topic research.
3. The principle of practical operation. The teaching and research groups of each school actively carry out various types of open classes, observation classes and demonstration classes such as "teaching together" and "teaching more", conduct effective teaching practice research, summarize in time and constantly improve.
4. The principle of timeliness. The project leaders of each school report the research situation of the project to the general project leader in time, and organize a meeting of the members of the research group once a month to summarize the phased results.
5. The principle of universality. The ultimate goal of this topic is to change the status quo of teachers' passive teaching and students' passive learning, realize harmonious and efficient classroom teaching, and greatly improve the quality of chemistry teaching in junior high schools in our county. Practice has proved that good experience can be extended to middle schools in the city.
6. Evaluate the incentive principle. In the project research stage, we will regularly carry out excellent teaching design, high-quality class evaluation and commend and reward, and recommend the selected excellent lesson plans and papers to the municipal and district teaching and research departments to complete the project research with high quality.
Fourth, research content and methods.
(1) Contents:
(1) questionnaire
① Understand the current situation of the effectiveness of junior high school chemistry classroom teaching under the new curriculum.
Through questionnaire survey, we can understand students' learning interest, learning attitude, learning methods and favorite classroom teaching methods (teacher teaching, teacher-student interaction, self-study and practice-oriented).
(2) Understand the current knowledge of middle school students in our county about the existing chemistry homework.
(2) Research on the factors of classroom teaching effectiveness.
Explore the theoretical support of the effectiveness of classroom teaching under the new curriculum concept, conduct a comprehensive and in-depth micro-analysis of the current classroom teaching from the educational height and the actual situation of the school, and observe, attend classes and follow up the classroom teaching links; We should analyze and study the classroom teaching links; Analyze and study the bilateral activities of teachers and students in classroom teaching; Analyze and study the time and benefit of classroom teaching; Verifying, analyzing, screening and refining effective teaching strategies; Explore ways to optimize the classroom teaching process.
(3) Implementing effective classroom teaching research.
In the research, it highlights how to organically combine the current new curriculum concept with classroom teaching practice to make the classroom "alive"; It will focus on: creating situations and improving classroom teaching efficiency, and how to design teacher-student activities and students' activities in classroom teaching to achieve effective "interaction". How to optimize homework design, effectively improve classroom efficiency, and let teachers' teaching methods really improve students' autonomy, independence and creativity.
Sub-topic:
1, Strategies for Creating Effective Situations in Junior High School Chemistry Classroom Teaching
2. Research on effective teacher-student activity design strategies in junior middle school chemistry classroom teaching.
3. Optimize homework design to improve the effectiveness of chemistry classroom teaching in junior high school.
(2) Method
1, literature method. Organize the members of the research group to seriously study modern teaching theory and the existing research results of this topic.
2. Investigation methods. Under the guidance of the new curriculum concept, understand the current situation of chemistry classroom teaching in junior high schools in our county, the arrangement of teachers' homework, and make a research plan.
3. Action research method. In teaching practice, this paper studies the methods of creating effective situations in different classes in junior high school chemistry classroom teaching; Effective programs for teachers, students and students; How to optimize homework design?
4. Experience summary method. Collect and sort out relevant typical cases and conduct exchanges and discussions throughout the county. Timely sort out the stage research results and upload them.
Verb (abbreviation of verb): related research achievements and main references;
Results:
The paper "How to Improve the Effectiveness of Chemistry Classroom Teaching in Junior High School" won the first prize in the 2009 Excellent Papers Selection of Ningxia Chemical Society.
The paper "My Opinion on Improving the Efficiency of Teaching and Marking Chemistry Test Papers in Junior Middle Schools" won the first prize of paper net Excellent Teaching held by the Teaching and Research Section of Education Department of Ningxia Autonomous Region and Ningxia Education Society.
References:
1, chemistry curriculum standard
2, "into the new curriculum"
3. Strategies and methods to improve the efficiency of classroom teaching-achievements of key topics in the 11th Five-Year Plan of National Education Science.
4. The new cultivation of teachers' basic teaching skills
5. Changes in teachers' behavior in the new curriculum
6. Other relevant research results.
Six, research steps and division of labor:
1, research preparation and start-up stage (2010.9 ~ 2011.2)
Set up a research group; Learning theory to provide theoretical guidance for subject research; Training, communication and data collection of research team members; Review of research literature; Hold a topic research opening meeting. Make a general research plan and make a report.
Person in charge: Xing Jurong and Yue Shuping
2. Realize the research stage (20 1 1.3. ~ 20 13.7)
The first stage: (2011.3 ~ 2011.7)
(1), according to the research plan, start the research.
(2) Investigate the current situation of the effectiveness of chemistry classroom teaching in junior middle schools in China. Specific responsible persons: Lang Haiyan, Meng Jianjia, Liu Lirong and Niu Chunlin are responsible for designing questionnaires, conducting questionnaires among teachers and students, collecting statistics and writing investigation reports.
(3) Carry out "classroom observation" activities in the review class.
Person in charge: Lang Haiyan, Meng Jianjia and Liu Lirong
The second stage: (2011.7 ~ 2012.7)
According to the research plan, carry out the research of each sub-topic and implement it in classroom teaching. The first class teacher of each group writes the research plan and implementation plan of the sub-topic and the conclusion report of the sub-topic.
Sub-topic 1, Strategies for Creating Effective Situations in Chemistry Classroom Teaching in Junior High School (leaders: Yue Shuping, Lang Haiyan, Wang Feng)
Sub-topic 2: Research on effective teacher-student activity design strategy in junior middle school chemistry classroom teaching (in charge: Wu Rui Yue Shuping and Ma Kai)
Sub-topic 3: Optimize homework design and improve the effectiveness of chemistry classroom teaching in junior high school (leaders: Meng Jianjia, Liu Lirong and Niu Chunlin)
(1) Make a sub-project research plan and ask experts to guide the teachers involved in the research.
(2) Based on the teaching and research activities of the school's teaching and research group or lesson preparation group, carry out collective lesson preparation research and classroom teaching observation and discussion on "how to effectively introduce-that is, create situations", "the design of teacher-student interaction activities in classroom teaching" and "how to optimize homework design";
(3) With the help of various open classes, conduct effective teaching practice research, collect research information in time, pay attention to regulation, and constantly improve the operation process.
(4) Hold seminars regularly to summarize and exchange experiences.
The third stage: (20 12.8 ~ 20 13.7)
(1) Organize the whole county to observe and discuss the teaching of demonstration courses, carry out the evaluation activities of excellent teaching design, teaching cases and excellent courses, sum up successful experiences in time, and ask experts for guidance.
(2) Collect research information in time, and adjust the implementation plan in time according to the research progress.
(3) Organize materials and write teaching cases, papers and stage summaries.
Person in charge: Xing Jurong, Lang Mengrui and Jianjia
3. Research summary stage (2013.7 ~ 2013.12)
(1) Summarize, sort out and display the research results, and organize on-site exhibition activities.
(2) Apply for final acceptance and produce a set of results, including papers, teaching reflection, teaching design, class CDs, etc.
Responsible persons: Xing Jurong, Yue Shuping, Lang Haiyan
Seven, research organization and management:
Project Consultant: Ma Guiping (Researcher, Chemistry Teaching and Research Section, Ningxia Education Department)
An (Deputy Director of Yinchuan Institute of Education and Director of Ningxia Chemical Society)
Li Qingping (Chemistry Teaching and Research Fellow of Yinchuan Institute of Education)
Zhang Xuexin (Deputy Director of Education and Sports Bureau of Helan County)
Xu Guofu (Director of the Teaching and Research Section of Helan Education and Sports Bureau)
Team leader: Xing Jurong (researcher, Chemistry Teaching and Research Section, Helan County Education and Sports Bureau)
Deputy leader of the research group: Yue Shuping (deputy director of the teaching and research section of Helan No.1 Middle School)
Members of the research team:
Lang Haiyan (chemistry lesson preparation leader of Helan No.1 Middle School)
Wu Rui (chemistry teacher of Helan No.1 Middle School)
Wang Feng (chemistry teacher of Helan No.1 Middle School)
Ma Kai (chemistry teacher of Helan No.1 Middle School)
Meng Jianjia (Director, Department of Physics and Chemistry, Helan No.2 Middle School)
Liu Lirong (chemistry teacher of Helan No.3 Middle School)
Niu Chunlin (teacher of Yinchuan No.26 Middle School)
Eight, to complete the project guarantee conditions:
1. "Basic education curriculum reform" experiment has been carried out in our county for six years. Teachers' teaching concepts have been basically updated, and teaching methods are gradually changing, which can actively cooperate with the experiment of this topic.
2. Helan County Party Committee, government and education department attached great importance to this survey and gave strong support.
3. The members of this research group love learning, reflect diligently, have the basic quality of research, and have the experience and ability to carry out research.
Nine. The form of research results
1, records and written materials of various practical activities.
2. Investigation report.
3. Teaching papers, teaching case sets and excellent classroom teaching records.
4. Finish the report of "Research and Practice on Effective Strategies of Chemistry Classroom Teaching in Junior High School".