Research On The Practice Of Senior High School Chemistry Teaching Based On Concept Construction

Teaching,based on concept construction,requires mining the concepts that contained specific knowledge from information to concept,realizing its value on student learning.On the basis of reviewing domestic and overseas existing research of chemical basic concepts,teaching design of nitrogen-containing compounds,the paper establishes the task and significance of this research.The basic concepts of chemistry,teaching design and other related concepts are defined,and the basic link of teaching design put forward.On this basis,the chemistry teaching design based on concept construction is analyzed.After reviewing the teaching content of "nitrogen cycle" and relevant teaching design,this paper analyzes the teaching content in the curriculum standard and the three versions of textbooks,which includes the value it contained.It also clarifies the basic concepts of chemistry contained in specific knowledge,which consists the value of particles,elements,change and experiments.From these perspectives,this essay forms a basic understanding of these concepts and sorts out the framework of this knowledge that supports the construction of ideas.The analysis of the situation,is based on the interviews with teachers,classroom observation and questionnaires,figures out the students' knowledge reservation and the construction of the basic concepts of chemistry.Founding that the students' understanding of certain problems permeates the basic concepts of chemistry,some different knowledge points also exist,this paper determines the difficulty of teaching and proposes corresponding solutions,including the first organizational strategy,experimental teaching strategies.Guided by the proposed strategy,the systematic design of the “nitrogen cycle” is designed.The main lines of design mainly include situation,problem,group activity and basic concepts of chemistry.The teaching design also includes several aspects such as its objectives,concepts,methods,processes and characteristics.Finally,the experimental class and the control class were selected to implement the "nitrogen cycle" teaching case in the classroom,and the test volume was used to test the teaching effect.The statistical analysis of the test volume results was carried out.Firstly,statistical analysis was performed on each question,and there are differences between the results of the class and the control class.Then,through the T-test,there was a significant difference in the experimental and comparison classes on some topics.The statistical results show that the chemistry teaching design based on concept construction is effective.Through the exchanges with students after class,there are also some differences in the way that the experimental class and the comparative class think about the problem.Finally,based on this research,the conclusion is drawn and the shortcomings of the paper are pointed out.Studies have shown that chemistry teaching design,based on concept construction,is conducive to students' learning of knowledge,improving students' ability to analyze and solve problems as well.