Application Of Quadruple Representation In Linking Up Chemistry Teaching

The content of ion reaction is the key knowledge of Compulsory Chemistry Course 1 in senior high school,which has always been paid attention by teachers,students and educational researchers.But the content of ion reaction itself has the characteristics of complexity,cohesion and diversity,which brings many difficulties to classroom teaching.Among them,the more prominent problem is the lack of students’ representation ability and knowledge cohesion.In addition,the core qualities,such as macro-identification and micro-analysis,changing ideas and balanced thinking,were clearly put forward in the "General Senior High School Chemistry Curriculum Standards" promulgated in 2017,which put forward new requirements for students’ chemical knowledge representation ability and cohesive thinking.However,in the traditional teaching of ionic reaction,little attention is paid to the inquiry of knowledge representation,and there is a slight lack of knowledge cohesion.Based on the above situation,this study takes "the application of four representations in chemistry teaching cohesion-taking ionic reaction as an example" as the research topic,and integrates the process of cultivating students’ representational ability into cohesive teaching,in order to provide some reference for chemistry teachers to realize the cultivation of students’ representational ability and cohesive thinking in the process of ionic reaction teaching.Based on the detailed analysis of the current situation,the purpose,significance and content of the research are put forward,and the main methods of the research are determined.Then,the paper defines the concepts of four representations,chemical knowledge cohesion and ion reaction.Based on the theory of recent development zone,cognitive assimilation and humanism,and combined with the investigation of students’ application of four representations in chemical knowledge cohesion,it clarifies the difficulties of cohesion teaching,and analyses the cohesion content and four representations of ion reaction textbooks.Based on the basic situation,this paper puts forward four principles of cohesion teaching: scientific principle,advanced principle,migration principle and effectiveness principle,and constructs corresponding teaching strategies:(1)popularizing the idea of representation,filling in the gap of cohesion;(2)combing the context of representation,exploring the cohesion nodes;(3)using the relationship of representation,training cohesion thinking;(4)strengthening the ability of representation and promoting.Transfer cohesion.In order to explore the application value of quadruple representation in chemistry teaching cohesion and verify the feasibility and validity of the teaching principles and strategies based on quadruple representation,Taking Class 4 and Class 5 of Senior High School in Quanzhou of Guangxi Zhuang Autonomous Region as research objects,a one-semester teaching experiment was carried out.In the course of the study,questionnaire survey and interview were used to investigate and analyze the students’ quadruple representation ability,knowledge cohesion thinking and the mastery of ion reaction content.The following conclusions are drawn: the teaching of cohesion based on four representations is helpful to improve students’ knowledge representation ability,to develop students’ knowledge cohesion thinking,and to better grasp the content of ion reaction.Because of my limited research level,the short duration of the study,the insufficient sample size and other reasons,there are some shortcomings in this study.The teaching strategies and conclusions in this paper need to be further verified and improved.