Research On Teaching Connection Of Chemistry Concepts In Junior And Senior High Schools

According to The Curriculum Standards for Chemistry in Ordinary Senior High Schools(2017 edition),the chemistry course of ordinary senior high schools is the basic education course which connects with the chemistry or science courses of compulsory education.The connection between chemistry teaching in middle schools and high schools has always been one of the most concerned problems in chemistry teaching in middle schools,among which,the knowledge of chemical concepts is an important foundation for learning chemical knowledge system well.The good construction of chemical concepts is an important aspect to cultivate students' learning ability and core competence.At the beginning of students' study in senior high school,helping students to make a smooth connection between junior high schools and senior high schools can build up students' confidence and interest in learning chemistry,and lay a solid conceptual knowledge foundation for learning chemistry well in senior high schools.However,many freshmen of senior high schools think that chemistry is a subject with many concepts which are abstract and difficult to understand,once they are exposed to the required course of chemistry,their enthusiasm for learning chemistry in junior high school is gradually fading away.This paper adopts comparative analysis method,questionnaire survey method,interviewing method and the case study method.In this paper,I studied through a lot of literature and link up the chemistry curriculum standards with the chemical conceptualknowledge in the textbooks of the compulsory stage of senior high schools and the third stage of junior high schools(People's Education Press).Based on the humanistic theory and constructivism theory,students were surveyed and teachers were interviewed to understand the current situation of fresh students' chemical concept knowledge and the current situation of front-line teachers' connecting teaching.Through in-depth analysis,three major problems of chemistry concept teaching cohesion in junior and senior high schools are concluded,namely,the compilation of junior and senior high school textbooks are based on different curriculum standards,with large span of knowledge and poor cohesion;teachers lack the awareness of cohesion,teaching research and neglect non-intellectual factors;students' learning concept is not fully formed,their learning ability is insufficient,thinking level is limited and so on.In order to solve the three problems in concept teaching cohesion effectively,based on the theory of constructivism and the zone of proximal development,by using the case study method,this paper carries out analyses of knowledge cohesion and teaching strategy on the construction of four concepts: "REDOX Reaction","Ion Reaction","Quantity of Substances" and "Classification of Oxides",and then puts forward four teaching design cases and classroom teaching practice is performed in senior one.This study takes the chemical concept knowledge as the carrier,carry out the research on teaching connection of chemistry in junior and senior high schools,and makes clear the connection between curriculum standards and the chemical concept knowledge system in textbooks,which can in theory,enrich the research on the connection between junior and senior high schools.In practice,this study puts forward three problems and four teaching design cases of chemistry concept teaching cohesion in junior and senior high schools,which is beneficial to guide front-line teachers to carry out research on concept teaching cohesion,deepen the teaching content of chemistry concepts in senior high schools,and improve the teaching effect of chemistry classes in senior high schools.