Research On Context Design In High School Chemistry Classroom Teaching

Since the concept of "core literacy" was put forward,it has become the consensus of more and more teachers to create situations for teaching in the classroom.Especially for chemistry courses,the subject content is closely related to daily life and production practice.Many chemistry teachers also tend to create situations and organize teaching activities in the classroom,but many teachers have some misunderstandings when creating situations.Many scholars believe that the reason for this phenomenon is the lack of a reasonable evaluation of the teaching situation.Therefore,it is of great significance to study the situation design in chemistry classroom teaching.Based on the existing analysis standards,this research constructs a new analysis standard of the chemistry classroom teaching situation from the three dimensions of the situational material itself,the student’s classroom performance and the teacher’s classroom organization.Selected from the Shandong Provincial No.1 Normal and One Excellent Courses platform,9provincial-level excellent courses of 2019 were selected as the analysis objects.After video transcription and analysis,a total of 38 teaching situations were extracted,and the specifics of each situation were analyzed according to the newly established analysis standards.Qualitative analysis of the analysis dimensions,and quantitative analysis of the final statistical data,obtained some conclusions about the situational design of the provincial excellent class.On the whole,the situation design in the provincial excellent class is generally good.There are a total of 38 teaching situations in the 9th-saving class.Each lesson has an average of 3 to 5teaching situations.These teaching situations can basically achieve a certain number of indicators in the three dimensions,and there are some numbers of teaching.The situation has achieved all indicators.From the perspective of the situational material itself,teachers pay attention to the diversification of the presentation of the situational material in teaching;the source of the situational material is mainly the life situation,practical situation and knowledge situation that students are familiar with;most situational materials contain all The core issue of the subject of learning;almost all contextual materials can conform to the students’ cognitive laws when used.From the perspective of students’ classroom performance,the overall performance of students is relatively good.Students can smoothly extract learning tasks from the context,integrate knowledge and context,and experience high-level cognitive activities,so that students can not only learn knowledge,but also know how to use knowledge in related contexts.From the perspective of the teacher’s classroom organization,most teachers obviously process the situational materials when creating situations for teaching,and the situational materials can be used rationally to trigger meaningful activities;and the timing of the teacher’s questions is appropriate,which can help the students in the situation.Learn to explore and build suitable scaffolding.However,there are also some problems.For example,only 53% of the situational materials contain education on the spirit and attitude of students.Therefore,when creating a situation,teachers should pay attention to tapping the positive value of chemistry in the situation.Through the qualitative and quantitative analysis of the above 9 lesson examples,the following teaching suggestions are drawn:(1)Pay attention to highlighting the subjective status of students when designing situations in classroom teaching.(2)Teachers should be good at digging out the positive factors in the teaching situation.(3)The ways of presenting situations in classroom teaching should be diversified.(4)Teachers should scientifically "secondary processing" the contextual materials according to the teaching content.(5)The use of context in classroom teaching should serve the teaching goals.