Research On High School Chemistry Teaching Design Based On Dual Context Learning Theory

In order to solve the environmental pollution problem,the term "green chemistry" came into being."Green chemistry" mainly includes twelve principles that prevent pollution from being treated better than pollution,atomic economy,and catalysts superior to stoichiometric reagents.Since students have more myths about the concept of green chemistry,how to construct a green chemistry concept in teaching? How to realize the conceptual change of green chemistry? This involves designing the teaching context based on the student’s concept of green chemistry myth.It can be said that the organization of green chemistry teaching from the perspective of dual context learning theory can promote students to effectively construct the concept of green chemistry.This study analyzes the knowledge of green chemistry from the perspective of dual situational learning theory.According to the requirements and procedures of conceptual change,this paper proposes a teaching design idea based on the dual situational learning theory combined with the POE teaching strategy,and develops the teaching design case of “green chemistry”.Teaching practice research.This study first reviews and reviews the dual context learning theory,the related literature of POE teaching,clarifies the concept and connotation of dual situational learning,POE teaching,and teaching design ideas.From the requirements of dual situational teaching,examines the teaching procedures of POE teaching and determines Based on the dual situational learning theory,combined with the POE teaching strategy to promote the conceptual design of the concept of teaching transformation;from the students’ existing knowledge and experience,the pre-test questionnaire for green chemistry is prepared,taking 251 students from a high school in Shandong Province as the research object.Conducting actual surveys to provide suggestions for instructional design;interpreting the content of chemistry textbooks for green chemistry from the perspective of dual contextual learning theory,based on the teaching design ideas of POE teaching to promote the transformation of green chemistry concepts in the context of dual contextual learning theory,and developing teaching examples of green chemistry Taking the above-mentioned 251 students as research objects,carrying out teaching practice;preparing a post-test questionnaire for green chemistry,conducting actual measurement on the research objects,collecting and processing research data,and using SPSS21.0 software to manage and analyze the data to teach the teaching Design practice effect check.The research shows that:(1)Carrying out the teaching of dual situational learning theory can promote the transformation of students’ green chemistry concepts.(2)The principle of “atomic economy” and “catalyst superior to stoichiometric reagents” can promote students’ knowledge of green chemical concepts.The innovations in this research: Firstly,the teaching design ideas based on the dual situational learning theory combined with the POE teaching strategy to promote the concept transformation are proposed,and applied to practice,which provides a new method for future research on teaching design.Second,the pre-test and post-test questionnaires on green chemistry knowledge have been compiled,which provides a new tool for future research on green chemistry.