The Practice Research Of "Five-Line" Teaching Mode In High School Chemistry Teaching

Chemistry is a highly practical subject,and it has played an irreplaceable role in improving human's clothing,food,shelter and transportation.However,due to human's misuse,overuse and even abuse of chemical products and improper or inadequate control of chemical production,the public believes that chemistry is concerned with "pollution","harm" and "danger".Such misunderstanding aggravates human's indifference and estrangement towards Chemistry.The main reason lies in that the teaching content,methods,and means of the middle school chemistry education which currently undertakes the popularization of popular chemistry knowledge can't meet the requirements of the times,leading to the lack of public knowledge and understanding of chemical science knowledge,namely,the quality of chemical science.It is of great significance to carry out life-oriented education in high school chemistry teaching.Through quite a few tests teaching practice tests,the "four-line" is a very mature and practical teaching model.The "four-line" teaching mode refers to comprehensively bringing "history line","inquiry line","knowledge line" and "application line" together during a chemistry class.The teacher first explains some historical events of chemical knowledge discovery or chemical substance synthesis for the students.Besides,based on simulating the experimental methods of scientists,students design experiments to explore knowledge on their own.In the process of inquiry,the connotation of knowledge is delivered,and then students can apply the learned knowledge to solving some problems.Compared with the traditional teaching mode,"four-line" teaching mode although stimulate chemistry study interest,help students to understand the cause and effect of chemical knowledge,cultivate the ability to inquiry,but there is some lack in the chemical education ofstudent life,model needs to be further improved,and the existing pattern of selecting a reasonable way to increase life chemistry knowledge into chemistry classroom "life line",namely "five line type" teaching mode,is worth exploring."Five-line" teaching mode in the original "four-line" teaching mode on the basis of adding a "life line".The five lines of "life line,history line,inquiry line,knowledge line and application line" run through a chemical history teaching link.The teaching of a chemical knowledge or concept needs to design multiple S-type "five-line" teaching links to promote the teaching,and present students with the inspirations and motivations that life has given scientists to solve problems,as well as the experiences and methods of solving problems.Students gain knowledge from the experience of scientists.They first learn through the experience of scientists,simulate the experiments of scientists,then propose their own methods or understandings based on success or failure in the experiment process.They then carry out inquiry activities and apply acquired knowledge to life to solve problems or explain phenomena in life.Literature analysis,questionnaire survey,case practice,interview were adopted in this study.The 93 students of class 485 and class 487 in first grade from the first grade of Wuhai No.1 Middle School were taken as the research objects of the comparative classes s and the experimental class,respectively,to carry out the practical research on the effect of the "five-line" teaching mode.Prior to the experiment,the SPSS software is used to analyze the chemistry results of two kinds of classes.Combined with the questionnaire,the statistical analysis results show that the learning interests,abilities,and achievements of the students in the two classes are equal,which can be used as the object of comparative experiments.The teaching content selected in the teaching practice comes from the standard high school standard experimental textbook of the People's Education Edition.The "five-line" teaching mode and the traditional teaching mode are used in the experimental class and thecomparative classes,respectively.After the experiment,the second questionnaire survey is conducted for the students in the two classes.The SPSS software is used to perform statistical analysis on the results of the fourth monthly exam of the two classes.The test questions of "Chemistry and Life" are designed for the two classes.The students conducted a test and selected three students from two classes to conduct interviews on teaching experience.After the experiment,a survey among the students was conducted,the result of the survey demonstrated that the interest of the experimental class students in learning chemistry was promoted obviously.Meantime,their desire to inquiry the origin of chemistry knowledge,their ability of acquiring knowledge by chemical experiments and their ability to apply knowledge were significantly better than the comparative classes.The result of the "Chemistry and Life" test shows that compared with the comparative classes,the students in the experimental class pay more attention to master the chemistry knowledge in life.The result of post-experiment conversations with students indicates that students are willing to accept the "five-line" teaching model.Using SPSS software to conduct statistical analysis on the results of the fourth monthly test,the average score of the experimental class is 53.07,the average score of the comparative classes is 48.53,and the t value is 2.031> t0.05(100)= 1.984,which indicates that the teaching achievements of the two classes are significantly different.This result shows that the effect of the "five-line" teaching model is superior to the traditional teaching mode.Through the "five-line" teaching model,students have an advantage in coping with the problems of knowledge understanding and inquiring,meantime,they are more adept in exploring the chemical knowledge of life.The results of teaching practice research indicate that the "five-line" teaching model has achieved good practical results in teaching the first chemistry compulsory textbook.