Research and Practice of One Test Question of Each Lesson

Jun Dong

doi:doi:10.11648/j.sjedu.20190702.12

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Research and Practice of One Test Question of Each Lesson

Jun Dong

Published in Science Journal of Education (Volume 7, Issue 2)

Received: 20 May 2019 Accepted: 29 June 2019 Published: 11 July 2019

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Abstract

Positioning as the beginning place of new lessons, the One Assignment per Lesson is not only a teaching link, but also an assignment or a group of assignments. It has two basic functions: The first function is to fully expose and solve problems. Problems found on the last course can be shown by the form of exercises (exercise set). Students exposed problems, and then these problems can be analyzed through the communication between students and teachers. The sticking problems made from all aspects of analysis will be solved completely and implemented into the following teaching. The second is to guide the teaching of new lessons with discipline thoughts and scientific principles. Find out the principles and rules from the knowledge of new lessons, and then design problems (problem set) or exercises (exercise set) by the principles and same knowledge that students have mastered. In doing that, it will inspire student to open mind, reason evidences, extract principles, form opinions, compose model, form model awareness, design experiment, practice innovation, study scientifically and form quality. Students can make a self-regulated learning, cooperation and communication, and pursuit and respect science on the platform of One Assignment per Lesson, and they will further form true value concepts, essential quality and key ability, achieving the education goal of teaching knowledge and cultivating people.

Published in	Science Journal of Education (Volume 7, Issue 2)
DOI	10.11648/j.sjedu.20190702.12
Page(s)	58-64
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

One Assignment Per Lesson, Scientific Principle, Solve the Problem, Lead the Teaching, Teach Knowledge and Cultivate People

References

[1]	Xiaopeng Huai, Jinyu Hou and Xuehai Li. “The Research and Rractice on the Activity of ‘One Assignment per Day’ of Science of Secondary School” [J]. Secondary School Teaching Reference, 2016, (17): 105-106.
[2]	Shangyi Ren. “The Function of ‘One Assignment per Day’ on Improving Students’ Ability of Independent Learning Examination”[J]. Weekly, 2014, (86): 174.
[3]	Ruibin Chen. “The Practice and Application of the Teaching Model of Chemistry PIC” [J]. Chemistry Teaching and Learning, 2016, (05): 48-51.
[4]	Jun Dong. “Inspire Students’ Mind by Problems” [J]. Educational Exploration, 2016, (7): 49-54.
[5]	Ministry of Education of the People's Republic of China. Standards of High School Chemistry Curriculum (2017 version) (S). Beijing: People's Education Press, 2018.
[6]	Wenbin Yang. “Status Survey on Interactive Teaching and Problems and Solutions of High School Chemistry Curriculum” [J]. Chemistry Education, 2016, 37 (13): 42-47.
[7]	Tianshan Sun. “Pre-preparing for Chemistry Assignment with the New Lessons” [J]. Chemistry Education, 2012, 33 (11): 25-27.
[8]	Comprehensive Ability Test of Science in National Unified Examination for Admission of General Colleges and Universities in 2008 (II), 26.
[9]	Jun Dong. “Apply Scientifically the Modeling Teaching” [J]. Modern Education, 2015, (11): 45-46.
[10]	Xinqi Song. “Standard Chemistry Experiment Textbook of High School Chemistry Curriculum”: Chemistry Ⅰ. Beijing: People's Education Press, 2007: 46.
[11]	Jun Dong. “Know Elemental Chemistry with Viewpoints and System of Unity of Opposites” [J]. Secondary School Teaching Reference, 2016, (9): 6-9.
[12]	Caixia He. “Progressive Teaching of ‘Promoting to Solve Students’ Problems and Form Their Own Ideas” [J]. Chemistry Education, 2018, (10): 51-56.
[13]	Zhixin Liu. “Several Problems Deserving a Further Study on Implementing Science Courses” [J]. Chemistry Education, 2014, 35(15): 1-5.
[14]	Chunyang Wang. “Case Study on Teaching Plan of Chemistry Classes for a Deep Learning” [J]. Chemistry Education, 2017, 38 (09): 34-37.
[15]	Jibing Guo. “Taking Cases to Talk of the Practice and Ideas of Preparing Chemistry Assignments under the Background of New Courses”. Teaching and Learning of Chemistry, 2011, (06): 55-56.

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Jun Dong. (2019). Research and Practice of One Test Question of Each Lesson. Science Journal of Education, 7(2), 58-64. https://doi.org/10.11648/j.sjedu.20190702.12

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ACS Style

Jun Dong. Research and Practice of One Test Question of Each Lesson. Sci. J. Educ. 2019, 7(2), 58-64. doi: 10.11648/j.sjedu.20190702.12

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Jun Dong. Research and Practice of One Test Question of Each Lesson. Sci J Educ. 2019;7(2):58-64. doi: 10.11648/j.sjedu.20190702.12

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@article{10.11648/j.sjedu.20190702.12,
  author = {Jun Dong},
  title = {Research and Practice of One Test Question of Each Lesson},
  journal = {Science Journal of Education},
  volume = {7},
  number = {2},
  pages = {58-64},
  doi = {10.11648/j.sjedu.20190702.12},
  url = {https://doi.org/10.11648/j.sjedu.20190702.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20190702.12},
  abstract = {Positioning as the beginning place of new lessons, the One Assignment per Lesson is not only a teaching link, but also an assignment or a group of assignments. It has two basic functions: The first function is to fully expose and solve problems. Problems found on the last course can be shown by the form of exercises (exercise set). Students exposed problems, and then these problems can be analyzed through the communication between students and teachers. The sticking problems made from all aspects of analysis will be solved completely and implemented into the following teaching. The second is to guide the teaching of new lessons with discipline thoughts and scientific principles. Find out the principles and rules from the knowledge of new lessons, and then design problems (problem set) or exercises (exercise set) by the principles and same knowledge that students have mastered. In doing that, it will inspire student to open mind, reason evidences, extract principles, form opinions, compose model, form model awareness, design experiment, practice innovation, study scientifically and form quality. Students can make a self-regulated learning, cooperation and communication, and pursuit and respect science on the platform of One Assignment per Lesson, and they will further form true value concepts, essential quality and key ability, achieving the education goal of teaching knowledge and cultivating people.},
 year = {2019}
}

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TY  - JOUR
T1  - Research and Practice of One Test Question of Each Lesson
AU  - Jun Dong
Y1  - 2019/07/11
PY  - 2019
N1  - https://doi.org/10.11648/j.sjedu.20190702.12
DO  - 10.11648/j.sjedu.20190702.12
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 58
EP  - 64
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20190702.12
AB  - Positioning as the beginning place of new lessons, the One Assignment per Lesson is not only a teaching link, but also an assignment or a group of assignments. It has two basic functions: The first function is to fully expose and solve problems. Problems found on the last course can be shown by the form of exercises (exercise set). Students exposed problems, and then these problems can be analyzed through the communication between students and teachers. The sticking problems made from all aspects of analysis will be solved completely and implemented into the following teaching. The second is to guide the teaching of new lessons with discipline thoughts and scientific principles. Find out the principles and rules from the knowledge of new lessons, and then design problems (problem set) or exercises (exercise set) by the principles and same knowledge that students have mastered. In doing that, it will inspire student to open mind, reason evidences, extract principles, form opinions, compose model, form model awareness, design experiment, practice innovation, study scientifically and form quality. Students can make a self-regulated learning, cooperation and communication, and pursuit and respect science on the platform of One Assignment per Lesson, and they will further form true value concepts, essential quality and key ability, achieving the education goal of teaching knowledge and cultivating people.
VL  - 7
IS  - 2
ER  -

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Author Information

Jun Dong

Shan Dong Zibo Teaching and Research Office, Zibo, China

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Plain Text BibTeX RIS

APA Style

Jun Dong. (2019). Research and Practice of One Test Question of Each Lesson. Science Journal of Education, 7(2), 58-64. https://doi.org/10.11648/j.sjedu.20190702.12

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ACS Style

Jun Dong. Research and Practice of One Test Question of Each Lesson. Sci. J. Educ. 2019, 7(2), 58-64. doi: 10.11648/j.sjedu.20190702.12

Copy | Download

AMA Style

Jun Dong. Research and Practice of One Test Question of Each Lesson. Sci J Educ. 2019;7(2):58-64. doi: 10.11648/j.sjedu.20190702.12

Copy | Download

@article{10.11648/j.sjedu.20190702.12,
  author = {Jun Dong},
  title = {Research and Practice of One Test Question of Each Lesson},
  journal = {Science Journal of Education},
  volume = {7},
  number = {2},
  pages = {58-64},
  doi = {10.11648/j.sjedu.20190702.12},
  url = {https://doi.org/10.11648/j.sjedu.20190702.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20190702.12},
  abstract = {Positioning as the beginning place of new lessons, the One Assignment per Lesson is not only a teaching link, but also an assignment or a group of assignments. It has two basic functions: The first function is to fully expose and solve problems. Problems found on the last course can be shown by the form of exercises (exercise set). Students exposed problems, and then these problems can be analyzed through the communication between students and teachers. The sticking problems made from all aspects of analysis will be solved completely and implemented into the following teaching. The second is to guide the teaching of new lessons with discipline thoughts and scientific principles. Find out the principles and rules from the knowledge of new lessons, and then design problems (problem set) or exercises (exercise set) by the principles and same knowledge that students have mastered. In doing that, it will inspire student to open mind, reason evidences, extract principles, form opinions, compose model, form model awareness, design experiment, practice innovation, study scientifically and form quality. Students can make a self-regulated learning, cooperation and communication, and pursuit and respect science on the platform of One Assignment per Lesson, and they will further form true value concepts, essential quality and key ability, achieving the education goal of teaching knowledge and cultivating people.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Research and Practice of One Test Question of Each Lesson
AU  - Jun Dong
Y1  - 2019/07/11
PY  - 2019
N1  - https://doi.org/10.11648/j.sjedu.20190702.12
DO  - 10.11648/j.sjedu.20190702.12
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 58
EP  - 64
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20190702.12
AB  - Positioning as the beginning place of new lessons, the One Assignment per Lesson is not only a teaching link, but also an assignment or a group of assignments. It has two basic functions: The first function is to fully expose and solve problems. Problems found on the last course can be shown by the form of exercises (exercise set). Students exposed problems, and then these problems can be analyzed through the communication between students and teachers. The sticking problems made from all aspects of analysis will be solved completely and implemented into the following teaching. The second is to guide the teaching of new lessons with discipline thoughts and scientific principles. Find out the principles and rules from the knowledge of new lessons, and then design problems (problem set) or exercises (exercise set) by the principles and same knowledge that students have mastered. In doing that, it will inspire student to open mind, reason evidences, extract principles, form opinions, compose model, form model awareness, design experiment, practice innovation, study scientifically and form quality. Students can make a self-regulated learning, cooperation and communication, and pursuit and respect science on the platform of One Assignment per Lesson, and they will further form true value concepts, essential quality and key ability, achieving the education goal of teaching knowledge and cultivating people.
VL  - 7
IS  - 2
ER  -

Copy | Download