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It is a subject that studies the teaching laws and applications of chemistry education. It is one of the compulsory courses for chemistry students in normal universities. The purpose of chemistry teaching theory is to enable undergraduates to master the basic knowledge of chemistry teaching theory and the basic skills of chemistry teaching, and cultivate their initial ability to engage in chemistry teaching work in middle schools and conduct chemistry education research.

Chemistry teaching theory

(A discipline of chemistry teaching law and application)

The purpose is to improve and improve the knowledge structure of teachers of chemistry education majors, so that they can initially form the correct chemistry teaching ideas and chemistry teaching concepts, have basic teaching, education and scientific research capabilities, and become an excellent chemistry with market competitiveness and potential for sustainable development. teacher.

School education is based on certain social requirements and the development needs of the educated, and has a purposeful, planned and organized influence on the educated. In order to cultivate human activities required by a certain society, teachers, as an important part of school education, bear the heavy responsibility of training and shaping people. Therefore, teachers are not only a profession but also a profession. They are similar in nature to doctors and lawyers and engineers. Teachers must undergo specialized training. Chemistry teaching theory is just such a basic knowledge of chemistry teachers for students with certain chemistry expertise. And basic skills training courses.

As long as you have chemistry expertise, you can be a good middle school chemistry teacher.

Those who hold this view do not recognize the full responsibilities of chemistry teachers and the inherent laws of the chemistry teaching process. First of all, chemistry teachers should not only teach students to learn chemistry knowledge, but also teach students how to be human beings, and help students to form a correct outlook on the world and life. Secondly, chemistry teachers not only teach students chemistry knowledge, but also teach students how to learn and learn, and help students develop a scientific attitude, master scientific methods, and form a scientific spirit. Third, even teaching students about chemistry also involves how to turn scientific knowledge into subject knowledge and teach it in a way that students can easily accept and master. This involves a series of non-chemical professional knowledge in philosophy, pedagogy, psychology, and methodology. Therefore, it is not enough to be a good chemistry teacher in middle school.

If you take a chemistry course, and then learn pedagogy and psychology, you don't need to learn chemistry teaching theory.

This view is also incorrect. Chemistry teaching requires chemistry professional knowledge as well as pedagogy and psychology knowledge. It also requires knowledge of how to use and practice pedagogy and psychology knowledge in chemical mathematics. The abstract pedagogy and psychology clauses that are separate from the content of chemistry teaching are difficult to give concrete guidance to chemistry teaching. The learning process of chemistry teaching theory is precisely guided by teachers and students together with education theory and closely combined with the actual teaching of chemistry. The law of chemistry education and the process of its application. The successful experience of many outstanding chemistry teachers tells us: it is the chemistry teaching theory course that helps them get on the road and enter the door faster in chemistry teaching.

Now that we are going to be a chemistry teacher, the chemistry teaching theory course is best to tell us how to teach each class in middle school chemistry, without having to talk about so many theories.

Because the theory of teaching thoughts and teaching principles are more universal and instructive than specific teaching methods. The same teaching content, different teachers can have different ways to learn, according to the actual situation of both teachers and students can show their own style and characteristics. Where does change come from. How the characteristics come from: teachers' understanding of teaching ideas, teaching concepts, and mastery of teaching principles. Therefore, from the perspective of teachers' sustainable development, students should strive to master the basic knowledge and basic principles of this course in the study of chemistry teaching theory. Pay attention to training the basic skills of education and teaching, and deeply understand the typical examples, so that the study of basic theory complements the study of specific teaching methods.

Chemistry teaching theory is a discipline that studies the laws and applications of chemistry education. The teaching process of chemistry education is carried out in the bilateral activities of students and teachers with curriculum content and teaching equipment as the medium. Therefore, chemistry teaching theory includes preliminary curriculum theory, teaching theory and learning theory.

The chemistry curriculum theory focuses on studying chemistry teaching from the level of curriculum and textbooks. Compared with teaching theory, the study of curriculum theory started late in China. However, in recent years, there has been considerable development and progress. Its research results are having a profound impact on chemistry education and teaching. China is currently reforming the new curriculum structure of basic education, and new curriculum plans and curriculum standards are being formulated. The use of the new round of [transition] textbooks for senior high school chemistry is being further expanded, and subjects for college entrance examinations are undergoing various forms of reform experiments such as 3 + X. There is an urgent need for development. This course will briefly introduce the basic theory of the course and the setting of the chemistry course, including the factors that affect the course setting, the history and current status of the development of the chemistry course in China, the chemistry syllabus and teaching materials for middle schools, including the chemistry syllabus for middle schools. The status, role, content and requirements in chemistry teaching, the basic principles for the compilation of chemistry textbooks for middle schools, the selection, arrangement and knowledge system of chemistry textbooks for middle schools in China, and the general reform of chemistry courses at home and abroad.

The theory of chemistry teaching focuses on the study of chemistry education teaching laws and its application from the level of "teaching", which involves the basic theory and general principles of chemistry teaching. Research on the more theoretical issues such as chemistry teaching methods and design basis: it also includes the basic requirements, principles, methods and procedures of chemistry teaching design, design and preparation of lesson plans for each link of chemistry teaching, optimization of chemistry classroom teaching, extracurricular activities in chemistry The design and implementation of basic chemistry teaching skills and the use of multimedia technology to explore more specific issues in the teaching process of chemistry teaching; also includes an overview of the content of chemistry teaching in middle schools, chemistry basic concepts and basic theory teaching, chemistry terminology Teaching, elementary compound knowledge teaching, organic compound knowledge teaching, chemical study questions, and chemistry review teaching are more detailed problems that take the specific teaching content of middle school chemistry as the research object. Through the development of different levels of chemistry teaching theory, the main research results of chemistry teaching theory are presented, advanced teaching ideas and teaching concepts are introduced, the main contradictions and basic laws of the chemistry teaching process are revealed, and the basic models and conventional methods of chemistry teaching are demonstrated.

Chemistry learning theory involves the introduction of learning theory, the psychological characteristics of middle school students 'chemical learning, the types and characteristics of chemical learning, the motivational analysis of chemistry knives, individual differences in chemistry learning, and learning guidance. It also involves the cultivation of students' comprehensive qualities in chemistry teaching, scientific methods. Learning and development. The study of the chemistry learning theory will make our knowledge and understanding of the chemistry learning process and its laws relatively specific and in-depth, so as to conduct chemistry teaching more scientifically.

In addition, it also includes two chapters of chemistry teaching measurement and evaluation, and chemistry teaching research methods, so that students can get a preliminary understanding and training in chemistry teaching evaluation and chemistry teaching research.

Disciplinary characteristics of chemistry teaching theory

1. Comprehensive

(1) Marxist philosophy is the guiding ideology of middle school chemistry teaching, especially dialectical materialist epistemology. The chemistry teaching process is a special cognitive process, and it must follow the rules from perceptual to rational and rational to practical. For example, the establishment of the concept of chemical change is a cognitive process from perceptual to rational: experiment-summarize facts-summarize, draw conclusions-apply.

(2) Chemistry subject is the professional foundation of middle school chemistry teaching method. The content and system of chemistry curriculum in middle school chemistry teaching method must be based on the content of chemistry subject.

(3) Teaching theory and educational psychology are the basic theories of chemistry teaching theory.

The relationship between pedagogy and chemistry teaching methods is general and special. The former has a guiding role for the latter, and the latter is a concrete embodiment and illustration of the former. The teaching of chemistry must conform to the students 'cognitive laws and characteristics of psychological activities. It is necessary to study the students' learning psychology and stimulate their interest in learning, which cannot be separated from theories of pedagogy and psychology. In addition, the teaching theory of chemistry also extensively draws on the achievements of the "three theories" (system theory, information theory, cybernetics), educational measurement and education evaluation, modern educational technology, thinking science and other disciplines, forming a highly comprehensive Edge science. In particular, information network technology will have a revolutionary impact on the subject of chemistry teaching theory in the future.

2. Ideology refers to the idea that education must serve the construction of socialism in studying this course, adhere to the basic viewpoints and positions of dialectical materialist epistemology, and cultivate the feelings of loving the motherland, the people, and science, seeking truth from facts, being uncompromising and indomitable. Scientific spirit.

3. Normality means that this course will do "person-teacher" (teaching behavior) and teacher-teaching (teaching) for students, that is, to provide career-oriented training and education in "teaching" and "educating people". .

4. Practicality refers to the fact that this course is closely combined with the practical teaching of middle school chemistry, combined with practical activities such as observation, trial teaching, and discussion.

Learning method of chemistry teaching theory

Specifically, the following three points should be noted:

1. Enhance learning initiative.

Compared with other chemistry majors, chemistry teaching theory assignments are not too much and it is not difficult to understand, but it takes more time and energy to really learn it. First of all, there are many achievements in the research areas of teaching theory, curriculum theory, and learning theory related to this course.

Secondly, chemistry teaching theory is a marginal subject in the middle of chemistry and education science. Its research methods and learning models have the characteristics of some social science disciplines, and the thinking mode of chemistry students is basically natural science-type, so it may be Generate some discomfort.

Third, the boundaries between the basic and the frontiers in the research of chemistry education are blurry. In addition, its research has been very active in recent years, and many opinions are being updated. Therefore, when studying chemistry teaching theory, students' learning initiative is particularly important. They actively go to libraries and reference rooms to consult relevant documents to adapt to the learning characteristics of the subject, and actively participate in teaching practices such as trial lectures and seminars. All are indispensable conditions for studying this course.

2. Link theory with practice

The practical characteristics of this course are very prominent. It combines the practical teaching of chemistry in middle schools with listening, preparing lessons, and simulated classroom teaching to cultivate and train students' basic teaching skills. At the same time, the basic theory in the curriculum must be combined with specific education and teaching case analysis to facilitate deep understanding and mastery. Students of chemistry majors in normal colleges lack experience in chemistry teaching in middle school, but they also have experience in chemistry learning in middle school. Fully mobilize and use the direct experience of chemistry teaching that is extremely beneficial. For example, some students like chemistry because it originated from the colorful chemistry experiments in the first chemistry class in middle school, while some students were received by the class teacher's chemistry teacher. Trust and encouragement. Combining these examples to understand the theory of learning motivation will enable his students to improve from "knowing its nature" to "knowing its nature". For another example, some students think that taking a class is easy, but after preparing for the lesson, they find that it is not easy to clarify even one concept. First of all, we must deeply understand the concepts, but also consider how to organize the language, how to express, how to write on the blackboard, etc. Therefore, we must combine and connect with the teaching practice.

3. Actively participate in teaching practice activities

One of the purposes of studying pedagogy of chemistry is to help normal students to realize the preliminary role change from students to teachers. Therefore, there will be more student activities in teaching, including discussions, discussions, lesson preparation, trial teaching, data query, essay writing, research and so on. Students should actively participate in various activities.

4. Pay attention to collecting teaching cases

5. Pay attention to the current reform and development trend of chemistry education in middle schools

At present, China's basic education is in a period of transformation. It is necessary to read and collect domestic and foreign literature (Internet, reference books, etc.). Pay attention to the current reform and development trend of chemistry education in middle schools.

6. Pay attention to contacting various disciplines for comprehensive research

The theory of chemistry teaching is a complex system that involves many aspects of factors. It is necessary to combine the knowledge of various subjects in the research of chemistry teaching.