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A Research on Guiding Self-study of Grade 3 Students of Junior High School on Chemistry after Class

Author: GeJuXiang
Tutor: ZhouWeiQun
School: Suzhou University
Course: Education
Keywords: Junior High School Chemistry Grade 3 of Junior High School Self-study Guide After Class
CLC: G633.8
Type: Master's thesis
Year: 2011
Downloads: 34
Quote: 0
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Abstract


The new chemistry course standard advocates for inquiry learning, cooperative learning and self-study. Self-study is relative to passive learning, which means that students learn by themselves under teachers’instruction. From the research on the history and current situation of self-study, we notice that it is being investigated systematically at home and abroad. At present, all primary and secondary schools are implementing high quality education. Self-study is a kind of high quality study. Therefore, in the new round of the reform of basic education, it is particularly important to cultivate and improve students’ self-study abilities. At the same time, Grade 3 students face problems in their chemistry study because of a few classes, much content, and high requests. In this case, we teachers must focus on improving the efficiency of classroom teaching and students’self-study abilities. In order to realize the 3-dimensional teaching target of junior high school chemistry, we teachers should try our best to bring students’subjective initiatives into play. This paper is a simple research on guiding Grade 3 students to learn chemistry by themselves after class, according of teaching practice of the new couse of the author.This paper includes 5 parts. The first part is introduction. It simply introduces the necessity of self-study for students and the current situation of self-study——the theory and practice at home and abroad. In addition to the definition, it also shows the aim and methods of the research. The second part is the theoretical basis of this research. The paper covers different theories of guiding students’self-study. And it expounds the process of guiding self-study and factors which may influence self-study. The third part includes 3 instructional strategies for self-study: study habits of students, the cognitive process and study methods. The fourth part is the implement of guiding students self-study. It includes the implement of the 3 instructional strategies, the feedback, the analysis and the results. The fifth part is the conclusion. Basing on the teaching practice and research, the author leads to the conclusion that the 3 instructional strategies can effectively improve not only students’self-study abilities but also students’chemistry scores. In the later teaching process, the author will continue guiding students’self-study to make chemistry teaching more effective.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Chemistry
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