A Qualitative Study On The Logic And Participation Of Chemistry Teaching In A Weak School

With the continuous deepening of the reform of basic education curriculum,effective teaching has always been a hot spot of concern.In the meantime,research results on effective teaching have emerged one after another.Many scholars believe that "teaching logic" and "student participation" are two important characteristics of classroom teaching effectiveness."Teaching logic" is the three-dimensional structure of disciplinary logic,the logic of teacher teaching,and the logic of student learning."Student Participation” is an external representation of classroom efficiency.It is a measure to evaluate whether the teacher's teaching process is reasonable and whether the teaching activities stimulate students' learning desire.Student engagement is an external feature of the teaching logic,and it is reasonable to monitor the teaching logic through student participation.Therefore,it is of great significance to study the logic and participation of chemistry classroom teaching in weak schools and propose corresponding education suggestions.Optimizing teaching logic and improving student participation are the requirements of China's new round of curriculum reform.In a sense,the success of this reform is closely related to whether to optimize teaching logic and increase participation.Weak schools face great opportunities and challenges in this reform.The key to improving the efficiency of classroom teaching lies in the ability to explore the logic of chemistry teaching suitable for weak schools.This study first consults a large number of relevant literatures,defines the concepts of weak schools,teaching logic,participation and qualitative research,and determines the research questions: What kind of teaching process is used in the chemistry classroom teaching of weak schools to make students better.Using the method of qualitative research,the high school science class of a weak school in Changchun City was selected as the research object(the school has only one science class).Collect information by observing the classroom,recording instructional videos,and interviewing students.Using the CPUP deconstruction model to analyze the teaching process,further.It is concluded that students in weak schools have a weaker chemistry foundation.When teachers use regular school teaching methods to teach students in weak schools,students are not suitable in some aspects.Therefore,teachers are required to fully understand the knowledge level of students in teaching.The logic of teaching presents knowledge to students in order from concrete things to theoretical knowledge,from life cases to basic concepts,and from experiment to principle.Cultivate students' interest in studying chemistry,motivate students to learn chemistry,and let students acquire knowledge independently under the guidance of teachers,thus increasing student participation.Finally,I propose educational advice and reflect on the problems encountered in the research process.