The Cultivation Of Discipline Thinking In Middle School Chemistry Teaching

Chemistry curriculum standard in middle school puts forward clearly chemistry teaching in middle school aims to improve students’ scientific literacy and focuses on students’ future development.Chemistry discipline thinking is the core and soul of chemistry subject,and it is an important part of scientific literacy.It is very important to cultivate students’ chemistry discipline thinking during middle school chemistry teaching,which helps student to construct knowledge systematically,improve their scientific literacy and their life-long development.The content of chemistry discipline thinking is rich and varied.Based on the theory of constructivism and the theory of learning transfer,this thesis takes the typical teaching of conservation thinking as an example,using the ways of literature research,questionnaire and teachers’ interview,in order to systematically study the the conservation thinking about its basic meaning,the content carrier,teaching principles,teaching strategies and some typical teaching cases.This study makes efforts to provide a theoretical and practical guidance to “conservation thinking” teaching among middle school chemistry teaching.The thesis is mainly divided into the following five parts:The first part: to analyze the current situation of chemistry teaching and students’ learning situation in middle school.And the part would also analyze the current situation of chemistry discipline thinking teaching and its educational value.All can presents the significance of the study.Furthermore,to analyze the research status and shortcomings of chemistry conservation thinking at home and abroad,with the typical conservation thinking as an example.Based on the above,research questions,research thoughts and research methods are proposed in this study;The second part: to elaborate the conservation thinking about its basic meaning,characters,and the content carrier,and its theoretical foundation,with hope to provide a theoretical basis for the teachingresearch of the conservation thinking in this thesis;The third part: through students’ questionnaire and teachers’ interview,this study makes detailed analysis of the students’ problems and reasons existed in utilizing the conservation thinking,and finally the conclusions are put forward;The fourth part: on the basis of the above research,the teaching principles and strategies on the cultivation of students’ conservation thinking are preliminary obtained.Meanwhile,several teaching cases of the cultivation of students’ conservation thinking are listed in this study;The fifth part:the conclusion and research prospect.The conclusions of this study are as follows:(1)the cultivation of students’ discipline thinking is helpful to the improvement of students’ scientific literacy;(2)classroom teaching is an important way to cultivate students’ discipline thinking;(3)teaching strategies of the cultivation of students’ conservation thinking are: grasp wholly and step by step;create situation to help student construct knowledge;set up problem,elaborately and guide students gradually;help students’ discovery,inquiry,communication and evaluation;transformation and application to deepen students’ understanding;reflection and summary to expand students’ thought.