Research On The Teaching Strategies Of Chemistry Based On Knowledge Classification

After consulting the literature,we can see that there are many researches on chemistry teaching strategies based on knowledge classification,but many literatures are centered on procedural knowledge,declarative knowledge and strategic knowledge.Some literature emphasizes theory and lacks teaching verification.Therefore,this paper classifies the knowledge of chemistry compulsory one according to the inherent logical relationship of chemistry,and divides it into conceptual knowledge,principle knowledge,elemental chemistry knowledge and experimental chemistry knowledge.We design related cases and implement them in teaching.Provides reference for the teaching of frontline teachers.Designing teaching strategies based on the concept of knowledge classification can guide students to learn to construct learning models of different types of knowledge.In the teaching process,according to the learning foundation of students,flexibly adopt a variety of teaching strategies,such as POE strategy,problem-driven strategy,hypothesis method,etc.,focusing on training students' ability to reason,analyze,and summarize,and improve their learning efficiency.The main research content of the thesis is to discuss the teaching strategies used in conceptual knowledge,principle knowledge,elemental chemistry knowledge and experimental chemistry knowledge,and design related teaching cases.Most of the conceptual knowledge of chemistry is relatively abstract,with staticity,subordination,etc.,so it can be used to consult materials before class to form conceptual cognition;conduct situational teaching to stimulate students' interest;summarize and organize and form three processes of concept network,Focus on cultivating students' core qualities of "macro identification and micro analysis" and "evidence reasoning and model cognition".The principle knowledge is logical and theoretical,so it can be used to create situations;formation principles;application principles.Three processes are launched,focusing on training students' core qualities of "evidence reasoning and model cognition".Elemental chemistry knowledge is closely linked,has a strong regularity,and contains a lot of content,which has both common characteristics and characteristics,so you can use the pre-lesson tutorials;students in the class are expected to predict the substance from the perspective of material valence or classification Nature and design experiments and verification of these two processes unfolded,focusing on cultivating students' core qualities of "macroidentification and micro analysis" and "scientific spirit and social responsibility".The knowledge of experimental chemistry is very inquiring,and its teaching strategy can adopt virtual simulation technology and POE teaching strategy,focusing on cultivating students' "macro identification and micro analysis","scientific inquiry and innovation awareness" and "evidence reasoning and model cognition" Core literacy.The main research method of this paper is questionnaire survey.The questionnaires were compiled around three aspects: the status of chemistry knowledge classification teaching,the teaching effect of classification and the most suitable teaching strategies for four different types of knowledge.80 questionnaires were randomly distributed through questionnaire stars,mainly to understand the design of different teaching based on knowledge types The application value of strategy to teaching.The statistical analysis of the questionnaire shows that the research of this paper has certain significance and value,and can provide teaching reference for novice teachers.Combining the results of the questionnaire and the feedback of students' classroom and homework assignments,we can see that the teaching strategy designed for the four different types of knowledge is reasonable and effective,which can improve the students' participation in the classroom,the quality of questions and speeches,and develop at the same time.Students' logical thinking and formation of core chemistry chemistry.