Instructional Design And Practice Of Organic Chemistry Based On Blended Teaching Curriculum

Compling with the study demand of high school ‘organic chemistry',aiming at promoting education reform under modern information technology.with the QQ group platform,Three-step blended teaching strategy has been proposed in the paper Based on the analysis of the blended teaching conditions of "organic chemistry" in high school,which includes ‘learning guiding with question' before class,‘learning assistance with question' in class,and ‘learning expanding with question' after class.Focused on carrying out blended teaching practice need to be mixed teaching resources such as PPT,pictures,videos,textbook,etc.combined with problem-based learning,inquiry-based learning,lecture-based learning,interactive learning and other teaching methods.This paper aims to comprehensively improving the students' chemical core literacy with the help of mind mapping architecture knowledge framework.This thesis firstly analysis and elaboration of the current research on the application of blended teaching and blended teaching in the teaching of organic chemistry curriculum in Senior High School,defining related concepts such as blended teaching,QQ group,mind mapping,problembased learning,and chemical core literacy.Secondly,the thesis carries out questionnaire survey of investigation on the status quo of high school students' ‘organic chemistry' learning to determine the likelihood of successful implementation in high school "organic chemistry" blended teaching.from the students' learning interests,learning methods,learning ability,learning needs,learning styles and other dimensions.Moreover,constructing a blended teaching mode of high school "organic chemistry" combining online and offline,designing a specific teaching process,completing the preparatory work of mixed teaching such as the teaching of the mind mapping course and the construction of the QQ group platform.Finally,taking the three sections of ‘alcohol',‘phenol' and ‘ether' of the ‘organic chemistry' in the high school education edition as a blended teaching example,grasping the main teaching line of knowledge which means ‘organic structure ? property prediction ? experimental forensics ?organic application' to carry out teaching,students can find the connection between information and knowledge in reading,analysis and thinking,and completing the ‘learning guiding with question' before class through self-study and single-learning.The "problem" triggers students' brainstorming,guides students to self-exploration,positive speaks,hands-on labs,expands the micro-structure analysis of organic matter,understands the relationship between structure and nature,and achieves ‘learning assistance with question' in the class.Promoting the progress of students' thinking and deep processing of knowledge because ‘problems' stimulate students to think deeply,students will build their own conception system and the connection between organic matter and life,so that promoting ‘learning expanding with question'.Independent sample T tests were performed using SPSS 21.0 data analysis system and the results were visualized;based on Excel software the results of questionnaires were statistically analyzed;drawing situation of students' mind mappings were evaluated by teacher evaluation and self-evaluation.The results of the research and analysis show that the blended teaching mode has a good performance in improving students' performance and developing students' overall chemical core literacy and its five literacy dimensions,students have ability to draw mind mapping and their knowledge points and thinking skills also have improved.This paper provides an effective way for the teaching reform in senior middle school,and provides a path of reference and mirror for related theory research in this field.