Research On The Effective Teaching Strategies Of Covalent Bond In The View Of Knowledge Classification

Since the promulgation of the 2017 edition of "General Senior High school Chemistry Curriculum Standards",the promotion of the subject core literacy has become the most important purpose of high school classroom teaching.The covalent bond is always an important teaching content in the senior high school textbooks.The new chemistry curriculum standard requires that the study of covalent bonds should help students understand the interaction between the constituent particles of macroscopic substances,and establish the concept of chemical bonds.This is an important way to improve students' "macroscopic identification and microscopic analysis" literacy.Therefore,it is very important to design an effective teaching strategy that meets the requirements of the new curriculum standards.To this end,this thesis chooses the Modern Knowledge Classification Theory with a clear definition of the knowledge type clearly as the theoretical basis,classifies the knowledge content of the covalent bond part according to three kinds of knowledge types.Then it is combined the specific requirements of the new curriculum standard for teaching and evaluation,designed and implemented the clear and effective teaching and evaluation strategy in the classroom,collected the classroom feedback information.The relevant data are processed by SPSS 21.0 statistical software,on the basis of which the conclusion is drawn.This thesis is divided into the following five chapters:The first chapter is the introduction of this thesis.It expounds the background,research purpose,significance and main research contents.The second chapter is the theoretical basis of this thesis.It mainly expounds the theoretical framework of modern knowledge classification,discusses the psychological representation and learning strategies of different types of knowledge,including the psychological representation and learning strategies of declarative knowledge,procedural knowledge and strategic knowledge.The learning process and learning conditions of three kinds of knowledge are summarized,which provides the theoretical support for the subsequent study of the effective teaching strategies of covalent bonds.The third chapter mainly discusses the knowledge classification and effective teaching strategy of covalent bonds.Under the guidance of Modern Knowledge Classification Theory,this chapter discusses the knowledge classification of the concept of covalent bond,including the declarative knowledge in the concept of covalent bond,the procedural knowledge in the concept of covalent bond,and explores the effective teaching and evaluation strategy of covalent bond,including the effective teaching strategy of covalent bond as declarative knowledge and as procedural knowledge,and the evaluation strategy of two kinds of knowledge learning effects.The fourth chapter mainly studies the classification teaching strategy and the effect of covalent bond knowledge.The teaching and evaluation objectives of covalent bonds are designed based on the requirements of covalent bond knowledge classification and corresponding core accomplishment,and the covalent bond guidance case and classroom teaching scheme are designed accordingly.Then,the teaching effect evaluation tool is compiled,and the relevant data are statistically tested and analyzed using SPSS 21.0 software.In addition,some students and teachers are interviewed,and the results of the interviews results are qualitatively analyzed.The fifth chapter summarizes the main conclusions of this thesis and looks forward to future research.Teaching design can not only make teaching objectives of teachers more clear,implement the training requirements of subject core literacy more effectively,but also encourage teachers to choose more effective teaching and evaluation strategies,which can effectively improve the effect of chemistry teaching and ensure the training results of chemical core literacy.