Investigation And Research On The Status Quo Of The Creation Of Chemistry Situation In Middle School

The Chemical New Curriculum Standard emphasizes that “Chemistry teaching should not only take into account the difference in students' potential,but also create a rich,colorful,intuitive,experiential,and inspiring learning atmosphere”,which stimulates learning interests while promoting Knowledge internalization and the capacity development to change the boring and abstract chemistry.STEM education strongly promotes situational teaching to enter the middle school classrooms,breaks boundaries of disciplines,integrates thinking,and cultivates more and more comprehensive new talents for the society.With regard to situational teaching,Li Jilin,a teacher for children's education in China,officially introduced situational teaching to the classroom.It has achieved remarkable results in the actual teaching of Chinese language.Later,situational teaching has been followed by other disciplines.However,at present,some middle school chemistry teachers have little understanding of situational teaching,and classroom teaching has little success.Good teaching situations have invaluable and far-reaching influence on learning interest,thinking habits and ability development,and even future development.Therefore,this study combines the teaching practice of the middle school chemistry situations and proposes a constructive solution.This study first investigated the current situation of situational learning at home and abroad,and defined and combed relevant concepts of situational teaching.Then,through the literature,questionnaires,interviews and other methods of secondary school chemistry classroom situation teaching in-depth investigation and analysis,the following results are obtained:(1)Most students recognize the close relationship between chemistry and life,but the awareness of the organic combination of the two is relatively weak,and the theory has become clear from the reality.(2)Problems in teacher's situational teaching:(1)The emphasis on situational teaching is not enough;(2)The concept of education is backward;(3)Situationalteaching is not complete;(4)The situational creation method is simple.(3)Teachers pay too much attention to structural knowledge in the education and neglect the cultivation of students' abilities.The reasonsare summarized as follows:Objectively:(1)Situational teaching is far from ideal in terms of concepts and methods;(2)Examinations tend to be a study of structural knowledge;(3)There is an imbalance between class hours and teaching tasks;(4)Pressure of college entrance examination is heavy.Subjectively:(1)interfered with the traditional teaching mode;(2)the understanding of situational teaching is still shallow;(3)failed to use mood and emotional teaching for context;(4)students' main consciousness is weak.Countermeasures and Suggestions:(1)Students should face the objective existence of a close connection between chemistry and life,broaden their horizons,and study chemistry in multiple aspects(2)Teachers should strengthen communication and exchange the ideas with students,and comprehensively and profoundly understand the situational teaching,and pay attention to their integrity,diversity,and ability to develop students.(3)Schools should provide teachers with conditions for diversified situational education,pay attention to the coordinated development of students' knowledge and ability,and lay a good foundation for the overall development of students.