Excellent Selected Cases and Comments on In-depth Learning in Junior High School Chemistry

Author: Yu Shuyang
Publisher:
Publish Date: 2005-07-01
Features: Everyone is talking about research-based learning; but they don’t know how to implement it. Now, with the carefully selected cases we have compiled for you, we demonstrate excellent topics, methods, and techniques for various research-based learning activities. Research-based learning is characterized by student-centered, autonomous, proactive, and creative activities under teacher guidance. It focuses on student participation in activities, and this requires more emotional engagement from students, making emotional objectives an important part of research-based learning. The purpose of implementing research-based learning is to enable primary and secondary school students to develop a positive attitude toward actively participating in research and exploration, cultivate a scientific attitude of respecting predecessors' achievements, being serious and objective, and fostering a spirit of perseverance and courage in exploration. How students view various natural and social phenomena is not included in the goals and tasks of subject-based curriculum education, whereas research-based learning considers their level of concern, participation awareness, and proactive attitudes. Practice has shown that students are highly interested in participating in research projects, but they often encounter various difficulties during implementation. If students can learn to start from reality, conduct serious and thorough investigations, seek conclusions based on facts, and develop a correct attitude of respecting others' ideas and achievements while continuously cultivating a spirit of initiative and a rigorous scientific attitude, their emotional attitudes will certainly change.
Traditional transmission teaching, which primarily aims at systematic knowledge delivery, although emphasizing skill training, involves more teacher-led instruction than student practice, and the practice is often mechanical and imitative—repetitive, single-focused exercises rather than creative, autonomous, and comprehensive ones. This leads to a lack of student interest in learning and low efficiency in ability development. In contrast, research-based learning addresses these shortcomings by emphasizing skill training while also highlighting open, creative, autonomous, and comprehensive practice in engaging and diverse activities, ultimately promoting the formation of students' abilities.