Application Research Of Discrepant Experiment In Chemistry Teaching Of Senior One

Chemistry is a natural subject based on experiments.Experimental teaching plays an irreplaceable role in high school chemistry teaching.With the advancement of chemical core literacy and the implementation of the new curriculum reform,how to cultivate students’ experimental inquiry and innovation ability has become a hot topic for the majority of front-line teachers and educational researchers.Although there are many inquiry experiments in China,there are few empirical studies on the application of discrepant experiment in chemical teaching.Based on this,the purpose of this study is to explore the influence of the experimental teaching method of difference experiment on high school chemistry teaching,students’ interest in learning,experimental inquiry ability and so on.This study consists of two parts: theoretical research and practical research.The theoretical research includes Chapter 2 to Chapter 3.This paper mainly analyses the important functions of discrepant experiment in chemistry teaching from the aspects of its meaning,characteristics,design principles and methods,and elaborates the basic methods and steps of designing discrepant experiment in Chemistry Teaching based on several examples of teaching plans applied by discrepant experiment in chemistry teaching.Practical research includes Chapter 4,which mainly applies the teaching design of the self-compiled high school chemistry discrepant experiment to the high school chemistry teaching,and explores the practical effect of the discrepant experiment in the chemistry teaching of Senior One.This research adopts the design model of pre-test and post-test experiment between the experimental group and the control group,uses a series of teaching design of self-compiled discrepantexperiment,carries out a semester-long teaching practice for two ordinary classes of senior one in a middle school in Liuyang,and carries out a questionnaire test for the experimental class and the class students before and after the practice,uses statistical software to analyze the data of pre-test and post-test,and carries out interviews on the students to obtain the results.The following conclusions are drawn:(1)The improvement of students’ learning motivation in the experimental class using differentiated experimental teaching is obviously better than that in the control class.(2)The improvement of experimental inquiry and innovation ability of students in experimental class using differentiated experimental teaching is obviously better than that of control class.(3)Differential experimental teaching can improve students’ ability of experimental inquiry and innovation at different levels,but there is no significant difference in the developer of students’ ability of experimental inquiry and innovation at the level of chemical achievement.