Study On Chemistry Thematic Reviewing Strategies Of Grade Three In Senior High School By Situation-based Teaching Method

Promoting the reform of education mode in senior high schools requires deepening the reform of classroom teaching and carrying out the “competency-based” teaching in the new era.The first two years of high school chemistry teaching are mainly the study of new knowledge,and the third year is a total review.“Teaching-centered” is the traditional teaching mode of chemistry review,which has the problems of boring environment and scattered knowledge.In order to stimulate students' interest in learning and improve their learning methods,situation-based teaching method is integrated into the teaching of chemistry thematic review in senior three.Exploring the strategy of chemistry thematic review by situation-based teaching method is of great significance to promote students' deep learning,cultivate students' ability to comprehensively use knowledge and solve problems,help students establish correct chemical values as well.Guided by the constructivism theory,situated cognition and learning theory,deep learning theory and Li Jilin situated education theory,this study adopts questionnaire and interview method,case analysis method and action research method to construct the theoretical framework of situation-based teaching method which is applied to chemistry thematic review teaching of grade three in senior high school.Combined with specific teaching cases,teaching strategies and suggestions are put forward as well.This thesis has the following seven chapters:Chapter One is introduction.This thesis introduces the research background,research status at home and abroad,research content and methods,clarifies the significance of the study as well.Chapter Two defines relevant concepts and introduces theoretical basis.The concepts of situation and situation-based teaching method are clarified by comparison,and then the meaning of teaching strategies is clarified and the general structure is established.This thesis introduces the constructivism theory,situational cognition and learning theory,and combines the localized Li Jilin situational education theory to form the theoretical basis of situationbased teaching method to promote students' deep learning.The third chapter makes statistics and analysis on the chemical reaction principle module test proposition of the College Entrance Examination(the National Volumes I,II and III)from 2018 to 2020,froms the questions formation,perspectives of test point,situation type and presentation,and core competence of chemistry discipline.It is found that the chemical reaction principle test proposition create situation with production,life,scientific and technological frontiers and experiments,and show situation relying on the device diagram,curve diagram,data table and other information,to comprehensively examine students' ability to solve practical chemical problems.The fourth chapter uses questionnaires and interviews to understand the using of the situational teaching method current status in chemistry review in senior three.The front-line teachers have the enthusiasm to apply the situational teaching method to teaching but lack the methods to put it into practice,which are manifested in using situation only in lead-in phase,single display mode,and lack of accumulation and innovation of situational resources.Compared with the traditional mode,students prefer teachers to adopt the situational teaching method mode,but students generally have problems such as lack of active exploration,insufficient knowledge transfer and application ability.In the fifth chapter,taking the principle of chemical reaction for example,the theoretical framework of chemistry thematic review of grade three in senior high school by situationbased teaching method is constructed,combined with the relevant theories and teaching practice.The thesis discusses the specific methods of six key links in the teaching process,including the content integration,the teaching goal setting,the situation creation,the classroom organization,the application of solving problem by using knowledge transfer and the evaluation,then a specific teaching case named < Let the Lithium Battery no Longer Mysterious--Review of the principle of primary battery and secondary battery > are demonstrated.Chapter Six is empirical research.The researcher randomly chooses two parallel classes which have no significant differences in terms of performances--the experimental class and the control class,which are selected to carry out the practice of the above teaching case,then the scores of pre-test and post-test are analyzed to evaluate the review effect of students by using Excel and SPSS 19.0 software.The preliminary results show that situation-based teaching method of chemistry thematic review in senior three has good teaching effect on improving students' interest in chemistry learning,cultivating students' high-order thinking ability,knowledge integration and transfer ability.Chapter Seven is conclusion and outlook.Teachers are strongly encouraged to break the textbook chapter setting for review content integration and formulate teaching objectives based on learning situation,pay attention to chemical core knowledge and the chemical discipline thoughts contained in situational materials in order to create valuable teaching situations,and improve the students' ability of knowledge transfer application by the“contextualization – de-contextization – re-contextization” teaching path.Reflection on present teaching practice: students with different levels should be paid attention to in the process of implementing situation-based teaching;classroom immediate evaluation should be used to promote students' development.In addition,this thesis takes the chemical reaction principle module as an example to construct teaching strategies.It's so common that different types of chemical knowledge have different characteristics.Therefore,how to adjust teaching strategies should be taking into consideration.