Teaching Research On Junior Middle School Chemical Acid-Alkali-Salt Based On Triple Representation

The "triple representation" was initiated in 1982 by John Stone's study of chemical substances.He improve his chemistry learning at three levels into a "triple representation." The study of triple representation in foreign countries is systematic and mature,and China has gradually improved in theoretical and practical teaching research.In the context of the new curriculum reform,the demand of society for students'skills and abilities far exceeds the demand for knowledge.Education is no longer focused on students' mastery of knowledge,but is more inclined to various types based on the cultivation of core literacy.For the study of chemistry,if you build chemistry knowledge on the carrier of chemical thinking,it will help students to establish a unique model of chemistry in their minds and further understand the nature of chemistry.Triple representational thinking,as a unique thinking ability in chemistry,plays a vital role in the chemistry learning process.As a first-line junior middle school chemistry teacher,the author collects and organizes the problems that arise in daily teaching.Based on the theory of triple representational thinking,the author makes a breakthrough in the knowledge of junior middle school acid-base-salt,which is difficult for students to learn.And complete the research of this paper.This paper is divided into five parts.The first part is an introduction.It mainly introduces the research background and research progress at domestic and abroad,provides a certain direction for this research,clarifies the purpose and significance of this research,and further determines the research methods.The second part is theoretical research.Combing relevant theories,define the definition of "triple representation",build a model of "triple representation" thinking on the basis of theory,and lay a theoretical foundation for teaching practice research.The third part is the investigation.Taking the students of the junior high school of a middle school in Wanning City,Hainan Province as the research object,the questionnaire was designed to understand the status of students' triple representation thinking.The result shows triple representational thinking has certain differences among students of different genders and different levels of learning.The fourth part is the teaching practice.First,improve the traditional teaching.Based on the triple-characteristic thinking training model,the 8-week classroom teaching is carried out,and the 8-week triple-characteristic thinking training is simultaneously carried out to enhance the promotion.The experimental results and evaluation methods are combined with various evaluation forms such as shape evaluation and summative evaluation to ensure the diversity,scientificity and rationality of the evaluation methods.The fifth part is the research conclusions and prospects.To summarize and reflect on the results of this paper,the conclusions of this paper are also suggestions for future teaching.The innovation of this paper lies in the systematic analysis of the knowledge of acid-base-salt in junior middle school based on the model of "triple representation"thinking training,and improved the teaching design of "triple representation" thinking training,and the post-class intervention of the experimental group.Form a "triple representation" thinking training model for daily teaching.