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The Study of Problem-Centered Instructional Design of Senior High School Chemistry

Author: ZhuZuoRong
Tutor: ZhaoLeiHong
School: Zhejiang Normal University
Course: Curriculum and Pedagogy
Keywords: High school chemistry Problem - centered Instructional Design Thinking ability
CLC: G633.8
Type: Master's thesis
Year: 2008
Downloads: 991
Quote: 2
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Abstract


In the the atmosphere popularized the new curriculum, how to enhance learners' thinking skills and problem-solving ability through classroom teaching is the core of the curriculum and teaching reform issues. Throughout our education teaching status, effective classroom teaching design has become one of the key to resolve the issue. Specific to the chemical disciplines, we need to study the chemical issues instructional design theory. Instructional design process is a problem-solving process. Problem-centered high school chemistry teaching design study, a literature survey, case studies, surveys and other methods, finishing at home and abroad a variety of instructional design theory, combined with the characteristics of chemical disciplines to build a high school chemistry issues instructional design framework . At home and abroad in recent years, the research, the start of China's education status and historical background to the problem of teaching theory, the disciplinary thinking ability structure theory and problem-based learning theory as the theoretical basis, combined instructional design as well as problems with the teaching, problems with thinking skills other aspects of the research, and related concepts are defined. Around the central issue of a situational problem-centered high school chemistry teaching design to design teaching, and supplemented by a series of the teachers carefully designed questions; aims to develop learners' problem-solving skills and thinking ability, and achieve its course lasting deep understanding. Problem-centered high school chemistry teaching design framework can be divided into several aspects of the analysis, design and evaluation. Preliminary analysis including learning needs analysis, learning task and learners; process and evaluation of the elaboration of teaching objectives, the choice and design of teaching strategies, preparation of evaluation exercises, teaching the preparation of the design and evaluation of instructional design, modify and several other links. The choice and design of teaching strategies is the difference between the key aspects of the problem-centered teaching design and instructional design: First, the study concluded combing teaching strategies apply to different chemical disciplines learning task; Secondly, combined with problem situations in the textbook to elaborate The central issue in the design process, strategy and pay attention; Finally, based on the three-dimensional structure of the chemical thinking ability and chemistry teaching content, the teacher questions designed. The evaluation exercises establishment SOLO classification and evaluation theory based on, is designed to provide information on the quality of teaching. Theoretical research, teaching practice is based on the construction problem in high school chemistry teaching design framework, to showcase specific design process, and provide design practice cases. Teaching practice to get the case through research and analysis, evaluation, and improve problem-centered high school chemistry instructional design framework. The practice shows that the problem of high school chemistry teaching designed to be used in the actual teaching of high school chemistry.

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