Teaching Research On The Construction Of Thinking Model In Senior High School Chemistry

In order to give full play to the educational function of chemical courses,implement quality education,and focus on the future development of students,the Ministry of Education has proposed five core qualities of chemistry in the revised curriculum standards for senior high school chemistry.One of the core qualities of chemistry is "evidence-based reasoning and model cognition",which fully illustrates the importance of model construction.In addition to learning chemistry knowledge,students should also learn how to deal with problems and how to think.The construction of thinking models is a good way to improve students’ chemistry learning ability,master chemistry problem solving skills,break through chemical thinking barriers,and develop students’ core literacy in the subject.The teaching of thinking model construction helps students understand the nature of chemical knowledge,master the thinking of problem solving,and thus systematize fragmented knowledge.How to carry out the teaching of thinking model construction and implement the core literacy of chemistry is an urgent problem to be solved in secondary school chemistry teaching.Acid-base neutralization and titration image questions are high-frequency examination points in the college entrance examination,which are highly theoretical,involve many principles,and test a variety of forms,so that students have greater obstacles in doing the questions.In this paper,a pedagogical study on the construction of high school thinking models based on model cognition is carried out for acid-base neutralization titration image questions,in anticipation of providing some guidance to the teaching in secondary schools.The research methods such as literature research method,questionnaire survey method,and practical research method were used in this study.First,after reviewing,organizing,and analyzing a large amount of literature,the current status of research on model construction and acid-base neutralization and titration image problems was briefly analyzed,and the topic of the study was determined.The concepts of model,model cognition,and model construction were elaborated.Under the guidance of constructivist learning theory and meaningful learning theory,the steps of model construction and teaching strategies were proposed,which provided theoretical support for the subsequent preparation of the instructional design.Secondly,through the preliminary questionnaire survey to understand students’ knowledge and problems of model and model construction,the current situation of students’ answering neutralization titration image problems in acid-base was analyzed to provide a reference basis for the subsequent topics.The teaching design was later prepared with the purpose of developing students’ model construction skills and solving acid-base neutralization titration images,and was practiced in the experimental class of the sixty-third middle school in Taiyuan City.After the teaching practice,a questionnaire survey was conducted to understand the students’ solutions to the acid-base neutralization titration image questions to understand the teaching effect and to provide data support for the formation of research conclusions.Finally,the questionnaire survey,the answers of acid-base neutralization titration image questions before the teaching practice and the answers of acid-base neutralization titration image questions after the practice were analyzed and summarized.According to the literature,theoretical and practical studies,it is clear that thinking model teaching can improve students’ problem solving ability,transfer ability,exercise students’ chemical thinking,establish thinking framework system,and also develop students’ core literacy.The thinking model is an effective teaching model.Due to my limited ability,there are still many shortcomings in my practical research,such as my limited model building ability and my limited teaching ability,etc.I need to keep learning to change the shortcomings in my future teaching.