一、问题的提出《中国教育改革和发展纲要》明确提出要改变学生的学习方式,倡导自主、合作和探究学习,为中国的教育改革和发展指明了方向。当前的课堂教学中仍然存在着这样那样的问题,遏制了学生的创新发展。建构主义知识观强调:“真正的理解只能由学习者基于自己的经验背景而建构起来。”因为教师的直接灌输不可能提升学生的认识,不可能使学生的知识与其他知识进行重组,所以难以实现创新。为此,我校启动“主体一创新”化学课堂教学模式的研究,力图通过模式 First, the issue of “China’s Education Reform and Development Program” clearly proposes to change students’ learning methods, advocate for autonomy, cooperation and inquiry learning, and points out the direction for China’s education reform and development. There are still such problems in the current classroom teaching that have curbed the student’s innovative development. The constructivist view of knowledge emphasizes: “The true understanding can only be constructed by learners based on their own experience background.” Because teachers’ direct indoctrination can not enhance students’ understanding, it is impossible to reconstruct students’ knowledge and other knowledge. , so it is difficult to achieve innovation. To this end, our school launched a “subjective innovation” chemistry classroom teaching model, trying to pass the model