Research On The Teaching Practice Of Three-stage High School Chemistry Experiment Based On Study Case And Micro-lecture

Chemistry is an experiment-based subject,and chemical experiments are a basic way to study and learn about substances and their changes,and a basic way of scientific inquiry.The author visited and surveyed the high schools in Wan Zhou and the surrounding areas,and found that due to many factors,few student experiments were offered in the schools concerned,which was far from the 18 student experiments required by the new curriculum standards in high school.Based on this,the thesis investigates the application of the three-stage teaching strategy based on lesson plans and microlearning in teaching high school chemistry experiments,The strategy divides the experimental teaching process into three stages: pre-class,mid-class and post-class.The paper uses literature research,questionnaires,case studies,and seminars to introduce lesson plans,microlearning into high school chemistry student experiments.The students' learning effect was tested by interactive courseware after the class.The paper selects three student experiments in Compulsory 1 of the Human Education Version(2019)for practice,understands students' learning status of chemistry experiments through questionnaires and interviews,and uses data analysis to compare the academic performance of students in experimental and control classes before and after the practice of this teaching strategy,and the results show that:(1)Using three-stage teaching,dividing the whole experimental teaching into three stages before,during and after class,lesson plans microlearning and interactive courseware combined,making full use of students' fragmented time,can enhance the effect of pre-study and lay a good foundation for classroom teaching.(2)Using lesson plans,microlearning to assist teaching can help students strengthen their thinking about the principle involved behind chemical phenomena,and have a demonstration effect on student experiments operation,which can help students grasp experimental knowledge and operation more accurately even when they cannot carry out experimental courses,and can enrich teachers' teaching resources in case of unexpected events.(3)The three-stage teaching strategy based on lesson plans and microlearning is in line with the development direction of education and teaching in the new era,which can improve students' independent learning ability and self-awareness,make students change from passive thinking to active thinking,and increase their interest in learning chemistry.(4)Completing the design of all 18 student experiments' lesson plans,the recording of microlearning and the production of interactive courseware can provide complete teaching materials for the experimental teaching in schools with relatively poor laboratory construction in rural schools in less developed areas,and to a certain extent make up for the impact of students' hands-on experiments in high school chemistry experimental teaching,but still cannot replace students' personal operation.(5)The implementation of this teaching strategy can not only cultivate students' basic skills and develop good autonomous learning habits,it can also promote the implementation of the teaching strategy not only to develop students' basic skills and good self-study habits,but also to improve the teaching and research ability of teachers.Therefore,the construction of the teaching strategy has achieved the expected goal.Due to the author's research ability,the limitation of research time and the lack of case practice samples,there are still many shortcomings in the thesis,which will be improved continuously in the subsequent work to form a complete set of teaching and learning materials.