The Research On Teaching Strategy Of The History Of Chemical Elements In Junior High

Under the current situation of grade quantification in junior high school chemistry teaching,"Score Theory",a large number of homework and exercises" and "rote memorization" have gradually eroded students' interests and thoughts in chemistry as a science subject.Teaching and learning tend to be "controlled and be controlled".The educational value of the history of chemical elements has not been paid enough attention and the boring teaching process leads to the serious phenomenon of students' weariness.If students can rely on the history of chemical elements and through scientific cognition,their interests in chemical elements,as well as related knowledge,will be stimulated,cultivated,maintained and extended.The history of the chemical elements largely promoted the development of science.It stimulated the birth of the industrial age and marked the direction of the next process.Studying the history of chemical elements can help learners draw inferences from one example to a large extent and reduce mistakes.The discovery history and research process of chemical elements can well influence students' interests,attitudes and ways of thinking in scientific research.At the same time,it can help students construct a knowledge system and help improve teachers' professional ability.The study of the history of chemical elements can further implement the requirements of education reform and development,and achieve the idea of school running,which is also the need to adapt to the trend of education reform and development.This paper firstly explores the current situation and key influencing factors of the history of chemical elements in junior high school students through a questionnaire survey.Then through the literature research method,the teaching strategies were found out.Then the action research methods were carried out by practice research.Finally,through the comparison of before and after the test data,the research draws a conclusion.Through the questionnaire survey,the pre-test results reveal the following five problems in the teaching of the history of chemical elements in junior high school:(1)lack of scientific cognitive methods;(2)the contradiction between knowledge and action,family style,school style and social atmosphere seriously affect students' learning effect and life choice;(3)students lack of good learning methods;(4)Students' learning habits are not good,and teachers lack the consciousness of lifelong learning;(5)The chemistry teaching mode is closed and single,which does not meet the requirements of the new curriculum reform.Because of these problems,it is necessary and urgent to study the teaching strategies of the history of chemical elements.In view of the above problems,we found four pre-strategies through the literature survey method:(1)create a situation,develop interest;(2)active thinking,vertical and horizontal progress;(3)integration of disciplines,modeling teaching;(4)Reform teaching and improve quality.According to the proposed strategies,we have carried out practical research on "realistic classroom" and "realistic moral education" in and out of class.By comparing the pre-test and post-test results of the questionnaire survey,it can be found that students' cognition of themselves,learning methods and subject characteristics has been significantly improved.Students are more interested in chemistry and history.students' classroom behavior and students' chemistry scores has also been significantly improved.Students have enough vocabulary to read various scientific viewpoints in newspapers and periodicals,the ability to understand scientific and technological terms,the ability to understand the process of scientific inquiry,and the ability to recognize the impact of science and technology on human life and work.Students' cognitive ability,exploration ability and recognition of scientific values have been improved.The scientific literacy of our junior high school students has been significantly improved.This research not only promotes the cognition and learning effect of students,but also improves the teaching ability of teachers,and promotes the co-construction of disciplines and home-school communities.At the same time,it also boosts the district-level "Quan Yu Education" and district-level "Wu Qing Classroom".