Practical Research On Improving Students'chemical Language Expression Ability In High School Chemistry Class

Chemistry language is an artificial symbol system which is produced and applied in chemistry,used to describe chemical things,explain chemical principles and convey chemical information.It runs through the whole process of students' chemistry learning in middle school.The level of middle school students' ability of chemical language expression is not only related to their academic performance,but also an important manifestation of the implementation degree of students' core chemical literacy.It is of great theoretical significance and application value to study the improvement of middle school students' ability of chemical language expression.Based on the practice of chemistry teaching in senior high school,this paper discusses the teaching design and practice of improving senior high school students' ability of chemical language expression,and mainly does the following work:1.A questionnaire survey was conducted to investigate the students' interest in chemistry and their attitudes towards the use of chemistry language in the experimental class and the control class.In order to make the survey data more reliable,we analyzed the reliability and validity of the questionnaire,and the internal consistency coefficients of the questionnaire were all above 0.8.The validity of the questionnaire was proved to be good through factor analysis.The results showed that the scores of the two classes were 3.26 and 3.27 in the chemistry learning interest scale and 3.04 and 3.07 in the attitude towards the use of chemical language,both of which were in a good range.The P values were 0.964 and 0.843 respectively by the independent sample T test,indicating that there was no significant difference between the two classes.At the same time,the gender differences were analyzed,and it was found that male students showed higher interest in chemistry than female students,while female students showed a higher attitude towards the use of chemistry language than male students.2.By means of pen and paper test,the students' expression of chemical language in the experimental class and the control class was investigated and used as the pre-test result.In order to make the test paper reliable,the difficulty coefficient is 0.43,which is within the normal range.The test results showed that the scores of students in both classes were not high,especially for the use of written language.The independent sample T test was carried out on the two classes from four aspects of sign language,chart language,text language and principle interpretation,and the P values were 0.837,0.368,0.680 and 0.916,respectively,indicating that there was no significant difference in the expression of chemical language between the two classes.At the same time,the gender differences were analyzed,and it was found that female students use more words than male students.The reasons for the lack of chemical language expression ability in the experimental class were investigated through interviews.The reason can be discussed mainly from the two aspects of teachers and students.In terms of students,their awareness of the standard expression of chemical language is not deep enough,their basic knowledge of chemistry is not strong enough,and their ability of symbolic representation is too poor.As for teachers,teachers' awareness of cultivating students' standard expression of chemical language is not deep enough,and students are not left enough time to figure out the deep meaning of chemical language in class.The current evaluation system is not very strict in the use of chemical language.3.Based on the analysis and results of the investigation of the paper and the characteristics of the chemistry classroom in high school,the paper proposes relevant teaching strategies for improving the students' ability of chemical language expression,including creating a good class atmosphere and building a democratic communication platform.Give full play to the exemplary role of teachers;Through the way of writing to improve the students' ability of chemical language expression;Through reading and retellingto improve the students' ability of chemical language expression.Combined with the above teaching strategies,the teaching mode of "problem telling" is adopted,and the definition,functions,steps and development process of "problem telling" are all explained.In addition,the design scheme of "judgment problem","inference problem","experimental problem" and "application problem" are illustrated with examples.4.In this experiment,two classes in the first grade of high school were selected as the experimental objects,and the experimental class and the control class were set up.In the experimental class,the teaching mode of “Problem-Explanation” is adopted,while in the control class,the ordinary teaching method is adopted and this teaching practice sustained for two-month.After the practice,statistical analysis will be conducted from the results of the students' post-test papers to evaluate the improvement of chemical language expression.The survey data shows that: “Problem-Explanation” has little change to the students' symbolic language and graphic language expression.However,in terms of experimental language,the average score of the experimental class is 0.8 points higher than that of the control class,from the point of principle explanation,the average score is 0.83 points higher.At the same time,through independent sample T-test analysis,P=0.008<0.05.It indicates that the two classes have significant differences in this respect.It can be seen that the “Problem-Explanation” has certain effect in improving students' chemical language expression ability.At the same time,through the analysis of the test paper,it is found that the students in the experimental class have a clearer way of thinking and a more standard expression of the chemical language.Therefore,it can be seen that the strategies and teaching modes proposed in this article are effective for improving students' chemical language expression ability.