Research On The Application Of Modeling Ideas In High School Chemistry Teaching

Modeling is the basic of scientific inquiry,cognition and solving problems.The teaching based on modeling ideas has attracted enough attention in the field of education at all stages.Modeling teaching help students connect the prototype of knowledge with the background by modeling abstract chemistry knowledge.Chemical modeling teaching not only reflects the core concept of quality education and society’s demand for high-quality talents,but also improves students’ thinking quality and cultivates students’ exploration spirit,which benefits students for their whole life.However,the research on modeling teaching needs to be further discussed because teachers are affected by exam-oriented education in current domestic teaching practice.This thesis aims to provide certain significant reference for cultivating core chemical attainment of students through the research and specific practice of high school chemical modeling teaching.By the method of literature research,the thesis summarizes the current status of researches on modeling at home and abroad,finds the deficiencies of the existing research and raises questions.The dissertation determined the theoretical foundation after explaining the concepts of model and modeling teaching.The Questionnaire on the Teaching Status of Chemistry Modeling in High Schools was designed to survey students and fully understand the current situation of chemiscal modeling teaching in high school,providing relevant materials and reference for the research.On the basic of literature analysis,the thesis combined the content of textbook Principles of Chemical Reactions with learning progression theory,focused on the growing process of students’ knowledge and thoughts and proposed the basic elements and general modes of chemical modeling teaching.After that,base on the analysis of high school chemical modeling teaching,the dissertation designed three teaching cases of The factor which affects chemical reaction rate,The balance of weak electrolyte’s ionization and Electrolytic Cell,which explains the modeling teaching from the point of prototypes,cognitive models,model progression process and teaching thoughts,adopting action research to practice in actual class.When the practice was over,the chemical performance of the pre-test and post-test,as well as students’ SOLO thinking level in the post-class test were analyzed and compared to evaluate the teaching efficiency through Excel and SPSS 21.0.Preliminary results show that with the integration of learning progression theory,the chemical teaching research based on modeling ideas can prompt teachers and students clarify the specific process of model construction and pay attention to the development of students’ thinking.With continuous practice and summarize for a long time,the Ministry of Education published the General High School Chemistry Curriculum Standards(2017 Edition)on January 16,2018.The reform of new curriculum standard guides the change of teaching methods,which means that the traditional feeding teaching mode gradually convert to the cultivation of students’ subject quality.The chemistry is characterized by fragmented knowledge,incoherent content and non-systematic thread.Therefore,the point which teachers should be focused on is training students to learn how to study and develop systematic and coherent knowledge network.The chemical modeling teaching is conducive to the integration of students chemical knowledge structure,which promotes the development of students’ thinking and cognition of science knowledge.The modeling teaching method also have certain positive effect on students performance,providing reference for teaching and education.