The Practice&Research Of Optimizing Teaching The Particle View In High School Chemistry

The second wave of Shanghai’s curriculum reform in chemistry set downdemanding requirements to teachers of the subject for their philosophies of teaching,professional level, and modes of teaching. These are both opportunities andchallenges to teachers of chemistry. Consensus was reached that the Macro-Microtransformation in the subject is a difficult teaching point among our school’schemistry teaching research group during their faculty discussions, while theconstruction of the particle view remains a constant pursuit throughout the wholeteaching process of senior school chemistry, and so is very important.To solve the problem and better facilitate students’ transformation of theirunderstandings from the Macro to the Micro and the construction of the particleview, this thesis tries to research into the teaching of the particle view in seniorschool chemistry with the constructivist theory of learning and the theory of situatedcognition. It will employ real situations and activities as effective approaches in itsefforts to help students overcome their difficulty in transforming from theirunderstanding of chemistry from the Macro perspective to the Micro one andconstruct their particle view in relation to real life. The teacher should optimize his orher teaching design according to the main points and difficult points of theconstruction of the particle view and tries to find an optimization point with the useof effective teaching modes. This research first does necessary sorting and analysis ofthe teaching content in senior school chemistry concerning the construction of theparticle view, and proposes its optimized teaching strategy for the particle viewteaching task, like fully understanding students’ existing knowledge andunderstanding of the particle view, focusing more on the pertinence of the teachingof the particle view, providing models and real situations and stepping stones for theteaching of the particle view based on their current levels of cognition, andfacilitating their thinking by providing them with “stepping stones of the mind”, etc.Then the research chooses a section of the teaching–“Further Understanding theRedox Reactions” for teaching practice and constructs a case study, chooses samples, conducts pre-teaching and post-teaching measurements and contrastive analysis,and arrives at the conclusion that an optimization of the teaching of the particle viewcan facilitate students’ construction of the particle view, while an optimizedchemistry teaching case study is instrumental in the construction of the particle view.