Practice Research On Fostering View Of Chemical Elements In Middle School Chemistry Teaching

The fundamental principles of science education is to improve the students’scientific literacy. The chemistry curriculum of compulsory education is very important to science education. It should not only provide for the basic chemical knowledge and skills that the students may need to develop in the future, make the students’ realize the physical world from the view of the chemical point, enhance students ability to use chemical methods and knowledge to analyze and deal with practical problems. Therefore, it owns practical significance and theoretical value to cultivate the most basic chemical concept in the mandatory education stage of chemistry teaching. Because the chemical elements is the basis of chemical discipline and the core content of the chemical enlightenment stage and chemical frontier research, the concept of chemical elements should become the core concept of the teaching of chemical concepts.It is not achieved overnight that to culture concept of chemical elements like other basic concepts of chemistry, but should be gradual and spiral rise. The middle school students in the mandatory education stage also have their own distinguishing feature in cognitive level and psychology. Therefore, the concept of chemical elements in the compulsory education stage should have its own unique connotation and characteristics. The study is based on the research of the chemistry textbook of PEP, to determine the basic meaning and the establishment of the concept of the chemical elements of middle school, to sort out the embodiment of the concept of chemical elements in the chemistry textbook of grade nine, to seek the teaching design procedure based on the chemistry basic idea construction of middle school student, and through the teaching practice research to examine the effectiveness of instructional design program.The thesis has five parts. The first part puts forward the question, illustrates the purpose and task of the study. The second part is research summary including the theoretical research of definition of chemical basic concept, the construction of chemical basic concept and the teaching research of the construction of the concept of chemical elements. The third fourth part illustrates that the connotation, the formation and the embodiment in teaching textbook of the middle school chemistry elements concept. The theoretical study in this part is the important basis and theory evidence of culture the concept of chemical elements of the students. The fourth part is that the teaching design practice research on the construction of the concept of chemical elements in middle school. This part is first to confirm the basic idea in middle school chemistry teaching design process; then to analyze the part of content of the third and the fourth unit of the PEP chemistry textbook by using the teaching design procedure and to research on the practice of teaching design; to test the teaching effect by final exam scores and questionnaire on chemical elements concept. The fifth part is the conclusion and prospect of the research.The innovation of this research is divided into the next two aspects. The first, it combines with the characteristics of cognitive level and psychological aspects of middle school students to sort out the basic connotation and the formation process of the concept of middle school chemical elements and the embodiment in the nine grade PEP chemistry textbook to provide the basis for the teaching design and the formulation of the cultivation goal of chemical elements in junior middle school students. The second, it is based on the research of the chemistry textbook of PEP, puts forward the teaching design procedure of developing middle school students chemistry basic idea and carries out the practice research by using the construction of the chemical elements concept in parts of the third and the fourth units as an example, as the research reference for teachers in teaching.