High School Chemistry Life-oriented Teaching And Its Material Exploration Application And Case Design Research

The high school chemistry curriculum standard emphasizes cultivating students' sense of social responsibility,while chemistry life-based teaching is based on students' life experience and learned knowledge,actively guiding students to experience the close connection between life and chemistry in the context of life-based teaching,and enhancing their value of chemistry knowledge The correct understanding and the ability to use chemical knowledge to solve life problems.The content of high school chemistry courses is diversified.Among them,the "Chemical Reaction Principles" module,which is characterized by theoretical abstraction,contains rich content and value of life-oriented teaching.This study takes the content of chemical reaction principles as an example,and carries out a series of research based on the perspective of life-oriented teaching.The research of this thesis consists of the following five parts:Chapter 1: Concept overview.Based on the observation of educational practice and the reading of related documents,the author elaborated the research background and sorted out and summarized the related literatures of life-oriented teaching,high school chemistry life-oriented teaching,and life-oriented teaching of chemical reaction principles,so as to determine the meaning of topic selection and research design,and sort out The related theories and concept definitions of this research lay a good theoretical foundation for the development of this research.Chapter 2: Investigation of the current situation of high school chemistry teaching in daily life.Student questionnaires and teacher interviews are used to assist the author in understanding the current situation of high school chemistry life-oriented teaching from the perspective of both teachers and students.Teachers and students agree with the implementation of high school chemistry life-oriented teaching.Teachers' application of life-oriented teaching is not sufficient,and students use The awareness of chemical knowledge to solve life problems is relatively weak,so the smooth development of this research has a clear and good practice basis.Chapter 3: Exploration and application of high school chemistry teaching in daily life.Aiming at the positive and negative aspects of the current situation of high school chemistry teaching in daily life,combining existing research to explore the basic principles,element analysis,components,and general methods involved in the practical application of high school chemistry teaching in daily life,and using the course "Chemical Reaction Principles" Take the content as an example,integrate the life-oriented teaching materials suitable for teaching related content,clarify the application steps and methods of the materials,and provide certain guidance and direction for the smooth development of high school chemistry life-oriented teaching practice research.Chapters 4 and 5: Research on the practice of high school chemistry teaching practice in daily life——Taking "Principles of Chemical Reaction" as an example.Two similar classes in a school in Yulin were selected as the experimental class and the control class,and the daily teaching materials were selected for "Chemical Reaction and Energy","Direction,Limit and Rate of Chemical Reaction" and "Ion Reaction and Reaction in Aqueous Solution" The case design and implementation of the three themes of "Balance",from the perspective of the author,the perspective of experienced teachers,the perspective of students,and the perspective of chemistry performance to evaluate the effect of teaching implementation.Based on theoretical research and practical research,the teaching analysis and teaching suggestions of high school chemistry life-oriented teaching are put forward.Chapter 6: Research Summary and Prospects.Through the above theoretical research and practical research,it can be known that high school chemistry life-oriented teaching has significant and effective operability,which is beneficial for students to perceive life while theorizing common phenomena or operations in life,and use chemistry knowledge to solve or analyze common problems in life.Or easily overlooked life problems,effectively improve students' problem-solving ability,and develop the core literacy of chemistry.