Practical Research About Chemical Safety In High School

With the continuous development of social technology,chemical safety problems often occur.Some chemical safety accidents have even caused serious harm to people’s lives and brought serious consequences.Chemical safety awareness and social responsibility are not formed congenitally.It is necessary to start from the educational level to gradually cultivate students’ chemical safety awareness and social responsibility.In today’s teaching,chemical safety education is an important part of chemistry teaching.The basic education curriculum reform also pays more attention to the chemical safety education of students.For example,the "General High School Chemistry Curriculum Standards(2017 Edition 2020 Revision)" clearly requires students to have chemical safety awareness.A lot of chemical safety education content has also been added to the high school chemistry textbooks of the New People Education Edition to promote the cultivation of students’ safety awareness.However,through literature reading and practical investigation,it is found that the current research on chemical safety education in middle schools mainly presents the characteristics of more theoretical research,less practical research,more teaching strategies,and less teaching practice.The practice form of chemical safety education is mainly in the form of classroom lectures.The teaching form is relatively simple,and it is difficult to show the status of students as the subject of learning,which is not conducive to the acquisition and expansion of students’ safety knowledge,and there is a lack of timely evaluation of students.Based on the accumulation of literature reading and practical investigation,this research adopts diversified teaching methods to conduct chemical safety education practice research in high school chemistry teaching.The main research and practice process is as follows: First,conduct statistical analysis of some chemical safety problems in social life and their main causes,provide a social reality basis for teaching practice,and make teaching goals clearer;second,through student questionnaire surveys and teacher interviews,To understand the basic situation of chemical safety education of the research objects,and to provide the investigation basis and practical basis for the teaching practice of this study;finally,to carry out diversified chemical safety education practices based on the students’ homework and classroom performance under the guidance of related theories of education Conduct comprehensive evaluation and feedback in after-school interviews and other aspects to understand the effects of chemical safety education practices.In this research,the diversified teaching methods are mainly carried out in three forms: micro-class design and application,scientific writing,and the design and production of special handwritten newspapers.The purpose is to stimulate students’ interest and initiative in diversified forms,and cultivate students’ chemistry safety consciousness.This research conducted a statistical investigation on the chemical safety problems in social life.The results showed that: in recent years,chemical safety problems still often occur in social life,and some chemical safety problems even bring serious consequences,such as causing serious environmental problems.Pollution,causing death or injury,etc.More chemical safety problems are mainly due to the following two reasons:(1)lack of people’s chemical safety knowledge and weak chemical safety awareness;(2)some people lack a sense of social responsibility and are affected by real interestsFrom the questionnaire survey conducted on the students in the four classes of the first grade of the practice school and the interviews with the three chemistry teachers of the first grade,the following conclusions are drawn:(1)The necessity of chemical safety education is widely recognized by teachers and students;(2)Chemical safety education in actual teaching is mainly based on classroom lectures and rarely takes other forms;(3)Students have a relatively narrow understanding of chemical safety knowledge,and they rarely take the initiative to pay attention to some chemical safety issues in social life.In this research,three forms of teaching practice are adopted: micro-course design and application,scientific writing,and handwritten reports on special topics,which enriches the practice forms of chemical safety education.Through teaching practice,it is concluded that diversified teaching methods for chemical safety education have the following teaching effects:(1)It can stimulate students’ interest and enthusiasm in learning;(2)It can enable students to develop their chemical safety knowledge and cultivate chemical safety awareness;Develop students’ comprehensive abilities in learning,such as independent learning ability,cooperative communication ability,and creative ability;(3)It can develop students’ comprehensive abilities in learning,such as independent learning ability,cooperative communication ability,and creative ability;(4)It is helpful for teachers to evaluate in time and promote the integration of “teaching-learning-evaluation”.The student’s chemical safety knowledge and chemistry knowledge can be given feedback to the students in time through homework review.