Teaching Design And Practice Research Of "Triple Representation" In Grade 9 Chemistry Based On Problem Solving

Triple representation is an important way of thinking in chemistry,which runs through the learning process of junior high school chemistry.Cultivating ninth-grade students' triple representation thinking in chemistry is conducive to improving their core accomplishment and enhancing their ability to solve chemical problems.In recent years,the research on the triple representation of chemistry in China has been extensive and gradually deepened,but there is no research on the teaching design of the triple representation of grade 9 chemistry based on problem solving.This paper adopts the methods of literature,action research,questionnaire and interview to study the subject.Firstly,it analyzes the research status of problem solving and chemical triple representation.Secondly,related concepts and theoretical basis are discussed.Thirdly,it constructs the types,principles,characteristics and modes of the third-grade chemistry teaching design based on the problem solving,and presents the teaching design cases.At last,the author designs the practice plan,which is based on the problem solving of grade 9 chemistry triple representation teaching design.In practice teaching,two classes of grade 9 in Benzhai middle school were selected as the experimental class and the control class.According to the middle and post test data of the questionnaire survey,the horizontalcomparison results between the experimental class and the control class were obtained.Longitudinal comparison results of the experimental class showed that the accuracy of single representation in the post test was improved by a small margin compared with that in the middle test,the accuracy of double representation was basically the same,and the accuracy of triple representation was improved by a large margin.SPSS21.0 was used to conduct independent sample T test on the post-test results of the experimental class and the control class.The practical results show that: Firstly,the "triple representation" teaching design of chemistry based on problem solving can effectively cultivate grade 9 students' thinking of triple representation of chemistry,improve their understanding of chemistry knowledge,and improve their problem-solving ability.Secondly,the "problem chain" design that guides students to connect and transform between double and triple representations is feasible,which effectively improves students' ability to connect and transform between double and triple representations.