Research On Chemistry Education Practicebased On “Macro Identification And Micro Analysis”

The research of chemistry teaching has been further promoted based on the promulgation of the ‘General High School Chemistry Curriculum Standards(2017Edition)’,how to cultivate chemistry core literacy becomes the focus of front-line educators.Among them,the literacy of "macro-recognition and micro-analysis" occupies a pivotal position in high school chemistry teaching.In the real teaching process,the author found that students have poor macro-micro combination ability and lack the corresponding problem-solving ability when facing actual problems.This will inevitably affect students’ enthusiasm for learning chemistry.Base on the concept of ‘macro identification and micro analysis’,the research has regarded the teaching of "Compulsory book 1: Element and its Compounds" as the research breakthrough point.Besides,with the help of questionnaire survey,the related content of the chemical core literacy was analyzed,combined with the research status at home and abroad,the author has clarified the specific connotation of macro-identification and micro-analysis and found that there are very few teaching practices in the study of elements and their compounds in this aspect.Therefore,the author has regarded this aspect as the research direction.Through a questionnaire survey on the current situation of macro and micro of senior high school students in Yuci No.1 Middle School of Shanxi Province,the present situation of macro and micro thinking of students is clarified.By using teacher interview method,the reasons for students’ learning difficulties are analyzed from the perspective of teachers,and teachers’ experience and methods in macroscopic and micro teaching of elements and their compounds are absorbed to improve the teaching design and program.Through the contrast method and the behavior research method,carries on the complete teaching experiment.The results of questionnaire survey and interview show that: Students’ macro and micro combination thinking is weak and their application ability is poor in chemistry learning.Students of different levels and classes have different basic abilities,so they need to be taught according to their aptitude.In the process of teaching,teachers need to combine a variety of teaching methods and take rich classroom activities to enhance the vitality of the classroom.Based on the investigation,the curriculum standards are further analyzed,the new and old textbooks are compared,and the corresponding strategies for teaching elements and their compounds are constructed by combining relevant educational theories.the teaching materials are rationally used by combining macro and micro literacy.Set scientific and reasonable teaching objectives from multiple perspectives and pay attention to evaluation objectives.The teaching content should be set up in a thematic manner.Teaching design should be combined with the situation and experimental exploratory activities.The situation should pay attention to authenticity,pertinence and transference.The experimental inquiry pays attention to the students’ subjectivity,so as to design the guiding problem in the experiment by transforming the idea.This research cultivates students’ macro-micro-combined thinking from the class of ‘Sodium,Chlorine,Iron and their Compounds’.After the class,students should form a combination of macro and micro thinking and form a model cognition of the elements and their compounds,which is benefits for learning of elements such as sulfur,nitrogen,silicon.Finally,there should be a comprehensive evaluation of compulsory 1 ‘Element and its Compounds’.Combining the evaluation results and the students’ status of answering questions in class as well as their feedback on homework after class,the following conclusions are obtained.Teachers could improve their teaching and themselves by conducting the teaching research on "Macro-Micro I".At the same time the teaching strategy of cultivating "macro-micro-combination" core literacy in the knowledge teaching of element compound is effective.