Practical Research On Promoting The Construction Of Core Concepts Of High School Chemistry By Micro-courses Of Applied Chemistry History

Under the background of the new curriculum reform,with the popularization of “Internet + Education”,micro-courses are in full swing throughout the country by virtue of its characteristics of short and concise,flexibility,convenient transmission and strong interest.At the same time,the common teaching method of the core concept of high school chemistry is that teachers give definitions directly,lay particular stress on knowledge imparting,and have strong examination-oriented color.The cognitive process of the core concept of chemistry is not a simple knowledge transfer,but also a constructive cognitive process.Based on this and based on the literature review of relevant theories and research status,this study proposes to integrate the micro-course of chemistry history into the teaching of core concepts,and to guide students to pay attention to the development of core concepts in the way of audio-visual integration,to strengthen the construction and experience of chemical core concepts,to solve the problem of students’ insufficient understanding of core concepts,and to give full play to the educational value of chemical history,so as to better develop students’ chemical core literacy.Based on the relevant literature analysis,this study first conducted a preliminary survey of 180 students in the first year of Changsha City xx Middle School,and interviewed three chemistry teachers in this school inorder to understand the current teaching situation of chemistry history and core concepts.Then,according to the relevant theoretical basis,teaching experience and survey results,the basic principles and design process of the micro-course of the core concept of chemical history are constructed;three different core concepts of chemistry in the compulsory textbook of senior high school chemistry,"Electrolyte","Redox reaction","Elemental cycle",are selected,and according to the process,the micro-course of chemistry history is developed and integrated into the teaching design of core concepts.Then,the concept of "electrolyte" is used as a case in teaching practice.By comparing the results of students in experimental class and control class,as well as analyzing the results of questionnaire survey and teacher interview,the effect of teaching "electrolyte" concept in the micro-course of applied chemistry history is tested.Based on this study,we can draw the following conclusions:(1)The current situation of chemistry history and core concepts teaching in xx middle school in Changsha City is not optimistic;students have insufficient understanding of chemical history;teachers use chemical history less frequently in class;while in the teaching of core concepts of chemistry,teachers tend to use teaching methods,and most students do not really understand the connotation of core concepts.(2)By applying the history of chemistry to the micro-course for the teaching of electrolyte concepts,students’ interest,acceptance,and satisfaction are generallyhigh,and the teaching effect is good,which can effectively promote students’ understanding and construction of electrolyte concepts.(3)It is helpful to improve students’ ability of evidence reasoning,to develop students’ macro-identification and micro-analysis,and to cultivate students’ scientific spirit of daring to question,striving for realism rigorously,as well as braving to innovate in the teaching of core concepts by integrating the micro-course of chemistry history,which can also enhance students’ core qualities in chemistry.