Air Composition Teaching Research Using Digital Experiments

Since the development of Microcomputer-based Laboratories(MBL),it has been developed from the initial basic theory research and experimental case development to the application stage of teaching integration.Compared with the traditional experiment,MBL has its own unique advantages,and limits are also exists.How to deal with the relationship between the traditional experiments and MBL,maximizing benefits of teaching,is the problem of information-based teaching to solve.Air composition is a key content in junior high school chemistry,and there are many teachers to research it.In the face of traditional experiment exists a lot of experimental errors,and using oxygen sensor can directly determine the oxygen in the air,so how to deal with traditional experiment and MBL?Therefore,this research through the analysis of MBL and air composition literatures,theoretical analysis of the teaching value of the air composition,from the viewpoints of epistemology,methodology and teaching theory,studying air composition teaching with MBL,designing three air composition teaching cases with MBL,they have been carried on the teaching practice to analyse the teaching effects and find the rule and its ways.This article consists of six chapters.The first chapter is the introduction,including the reason of the topic,research purpose and significance,research ideas and methods.The second chapter is an overview of the research on air composition,mainly the history of oxygen content determination,the research status of air composition teaching at home and abroad,and the research trend.The third chapter is an overview of MBL,and summarizes the composition and characteristics of MBL,comparison with traditional experiment and research status at home and abroad.The fourth chapter analyzes the teaching values of air composition,and three air composition teaching schemes are designed based on these values.The fifth chapter is the study of air composition teaching practice,which presents the actual teaching process of three cases,and analyzes the students’ learning effects and attitude.The sixth chapter is the conclusion and reflection of this paper.The following conclusions are drawn from the research:(1)The teaching of air composition with MBL can have different emphases and angles,such as knowledge learning,method cultivation and emotional cultivation.The three kinds of air composition teaching programs designed in this study are beneficial to the development of students.(2)The three teaching programs of different emphases are different in promoting students’ cognition,method and emotion.(3)Students approve MBL,and prefer hands-on experiments to demonstration experiments.(4)Traditional experiments cannot be replaced by MBL,and they can be integrated organically.