Chemical research study report

The topic of the research "study learning" mentioned in this topic covers two meanings. That is, broad and narrow. In a broad sense, it refers to the study of students' inquiry problems, which is a learning method, an educational concept or strategy. It can be infiltrated into all disciplines and activities of students, mainly in the form of research-based learning, as well as in thematic research activities within the discipline. In a narrow sense, it is a special research activity, which means that under the guidance of teachers, students choose and determine research topics from their own lives and social life, and actively acquire knowledge, apply knowledge, and solve problems in a way similar to scientific research. Learning activities.

Research-based learning, with students' independent learning, direct experience and research and exploration as the basic way, to cultivate students' innovative spirit, practical ability and individuality education as the destination of learning activities, it realizes the trinity of knowledge, ability and attitude. It embodies the deep connotation of quality education; it helps students learn to learn and learn to study; it provides a step for the individualized development of students.

The basic content and research objectives of the research
1. content:

Mining materials and information for research-based learning in chemistry;
a classroom model for conducting research in chemistry classroom teaching;
The basic method of conducting research-based learning in chemistry;
Research topics at various stages corresponding to the chemistry textbook.
2. Research objectives:

Student goals:

Change students' learning styles based on purely teacher-transferred knowledge, build an open learning environment for students, provide opportunities to acquire knowledge through multiple channels and integrate the learned knowledge into practice, and cultivate students' innovative spirit and practical ability. . The specific objectives are as follows:

Get hands-on experience in research and exploration

Improve the ability to find and solve problems

Improve the ability to collect, analyze and use information

Learn to share and cooperate

Cultivate scientific attitudes and scientific ethics

Develop a sense of responsibility and mission to society

Teacher goal:

The problem is the carrier of research learning. Research-based learning mainly focuses on the problem solving and solving to organize students' learning activities. Teachers must create a certain problem situation for students or propose research tasks, that is, establish the initial state of the problem. According to the purpose of teaching, teachers find materials that are closely related to the teaching content and can stimulate students' interest in learning. They create problems in novel ways and vivid language, let students explore and discover new problems; let them have strong knowledge. I want to go to research.

Subject objectives:

The chemistry discipline is closely related to the students' daily life, and it is also a highly experimental subject. Teachers use life practice and social surveys, observe experiments and quirky examples, pass original knowledge reserves, and adopt different views on a certain problem. Creating problem situations can improve students' interest in learning, motivate students to actively explore knowledge, cultivate students' scientific attitude of seeking truth from facts and the scientific spirit of courage to explore, so as to obtain more solid knowledge.

Basic principles, methods and steps
1. The basic principle:

The principle of full-features: for all students, so that every student has fun in learning.

Comprehensive principle: Since research learning takes problems as the carrier, each problem research and solution will involve a lot of knowledge. In the process of research, we naturally establish a certain relationship between the learned knowledge and apply these Knowledge solves the problem. Under the guidance of teachers, students will take students' learning from the study of disciplines to comprehensive learning on the basis of systematic knowledge of textbooks, comprehensively apply subject knowledge, and solve problems in life in order to gain something.

The principle of autonomy: The content of students' learning is the research topic that the students independently determine under the guidance of the teacher, actively ask questions, and actively seek solutions to problems.

Exploratory principle: The way of learning is not to passively remember and understand knowledge, but to express and actively ask questions, actively find ways to solve problems, and explore the learning process of conclusions.

2. Research method: experimental method

3. research process:

The first stage: the preparation stage.

A series of lectures, learning theories, and design proposals are organized by the teaching department. Let teachers and students clarify the basic formulas of research learning and basic scientific research methods, and understand the basic programs of research learning. Guide teachers and students and parents of students to raise awareness and prepare for research-based learning.
Instruct students to choose topics, identify how to find problems, how to classify problems and some principles for selecting topics.
Demonstration work subject teachers doing some research projects combined with the teaching department, using research-based learning methods to conduct research problems, proposing questions by describing problems - describing problems - experimental argumentation - interpreting results - evaluating results - questions The subject of the solution is demonstrated, and the method of guiding students into research study is guided.
Cultivate the backbone of research projects. Through study, some students have started research, and we have trained the backbone of some research projects in each class to drive all students.

The second phase: the implementation phase.

The specific tasks are:

Instruct students to set the topic. Find problems and study topics from the side and life. The school cultivates students' autonomy in the topic selection. Students' topics are more distinctive. First, study and live around the school students, such as the content of preservatives in food and the role of the human body, the investigation of the consumption of small foods; the second is to pay attention to the society, focus on life issues, such as housing renovation materials and pollution survey, The investigation of the elements required by the human body is carried out through investigation and investigation of data. The article is organized by

Instruct students to develop research programs. Teachers develop research plans on the feasibility analysis of the research, the purpose, content, method guidance, division of work of the research team members, and specific implementation steps. The class report was issued on a class basis, and the instructor was selected. A total of 82 chemical topics were established in the first year of high school. The chemical sub-groups classified and organized the topics.
Integrate all aspects of strength and conduct research-based learning. After identifying the topic, we integrate all aspects of strength to guide students to carry out research-based learning, a combination of concentrated activities and decentralized activities, focusing on two aspects to allow students to practice and experience. The first is to collect and analyze information materials. Students interviewed online, consulted books, magazines, questionnaires, etc., comprehensively sorted out information to judge, and finally reached a conclusion. The second is investigation and research. According to the research plan designed by the individual or the group, the students select the appropriate place to conduct the survey according to the determined research methods, obtain the survey results, and summarize the important ideas and viewpoints for solving the problem.
Evaluate students for research-based learning. Demonstrate the research of the subject and demonstrate the results achieved, and promote the development of research learning. The student's survey report and assessment content are displayed in the class. Emphasis on the process of research learning and the participation of research learning.
The members of the research team divide the work to explore research materials, and in the classroom teaching, design research scenarios as much as possible to mobilize students to learn independently.

Conduct an open study study study,

Fourth, research results

Our group of teachers are constantly exploring and constantly summarizing in research study. Among the research open classes are:

Fu Xiaoyan: The first course of "Lake Chlorine" won the first prize of the Young Teachers' Innovation Teaching Awards of Liaoning Key Collaborative Schools

Zhang Yujie has successively conducted two research open classes. The topics are "halogen elements" and "environmental protection".

The effect is remarkable.

Gu Xiuhong: The lesson of "Family Decoration and Pollution" fully demonstrates the potential of students.

Tao Ping and Wang Encheng: "Food Safety" is unique.

Hou Yueping: "Environmental Protection" uses modern network technology to make the classroom lively.

My research papers on research are:

Hou Yueping: "Research Study Teacher" was awarded the first prize of outstanding papers in Liaoning Province.

Wang Encheng: "Opportunities and Challenges" won the outstanding project of the 17th Liaoning Youth Science and Technology Innovation Competition

"Character Conversion" won the first prize of the Liaoning High School Chemistry New Textbook Seminar

"New Curriculum and Self-study Ability" won the first prize of the excellent papers in the new curriculum in Northeast China

Fu Xiaoyan: "Innovative Education in Chemistry Teaching" won the first prize of the excellent papers in the new curriculum in Northeast China

Wang Xia wrote the article "Preliminary Study of Research Learning".

After nearly a year of experimentation and exploration, research-based learning has been widely recognized by students, which has stimulated students' interest in learning and the overall quality of students has been improved. A student of a research group believes that we deeply understand the importance of scientific research to production and life, and scientific research must follow scientific theories and master scientific methods. Only through unity and cooperation can we make scientific decisions. Another mess. Students are very much in favor of introducing research-based learning into the classroom and infiltrating into the subject teaching. Research-based learning cultivates students' high-spirited feelings of caring for the society and caring for others, and enhances students' sense of social responsibility. Research-based learning has significantly enhanced students' ability in observation, communication, and research, and cultivated students' spirit of scientific exploration.

V. Sub-subject research group

Team leader: Liu Meijun

Member: Zhang Yujie Wang Xia Yuan Meiping

Writing: Liu Meijun