Research On Teaching Strategies Of High School Chemistry Experiments To Promote Students' Deep Learning

In 2019,the Ministry of Education proposed to strengthen and improve experimental teaching in primary and secondary schools,advocate the creation of real problem situations,carry out a variety of inquiry activities focusing on chemical experiments,emphasize the improvement and innovation of experimental teaching,and advocate the integration of "teaching,learning and evaluation" It pays attention to the structured design of teaching content,so that the core literacy of students can be developed to varying degrees."Scientific inquiry and innovation consciousness" is an important content of the core literacy of high school chemistry.Teachers are required to help students gradually establish and develop the core concept of chemistry that "experiment is the basic process and method of scientific inquiry" through teaching implementation.After studying a large number of teaching cases and conducting questionnaire surveys,the author found that when teachers teach chemistry experiments and students study,they focus on the teaching of knowledge,and lack in-depth thinking about experiments.Chemistry experiment courses have not played a role in developing students' core literacy.To a large extent,the cultivation of the core literacy of the subject needs to be realized through deep learning.Under the view of "deep learning",chemical experiment teaching can promote students to construct a knowledge system,cultivate students' experiment-based chemistry thinking,and improve students' scientific inquiry ability.Therefore,it is particularly important to choose appropriate strategies to promote students' deep learning in the process of high school chemistry experiment teaching.This article adopts research methods such as literature method,investigation and interview method,classroom observation and practice method,lesson case study and action research method,induction and summary method to study the chemical experiments involved in the textbooks of the People's Education Edition,and propose teaching strategies to promote students' deep learning.,And practiced in Shuangliu Middle School 2016 and 2019,summed up suitable teaching methods and constructed teaching models.The research process and results are presented from the following seven aspects.Chapter One,Preface.Introduce the background of this research,research purpose,significance,research status at home and abroad,key issues to be solved by this research,research ideas and research methods.The second chapter explains related concepts and theoretical basis.Introduce the theory of deep learning and define the concept of deep learning based on the actual situation.The deep learning in this research refers to the learning process of middle school students actively participating in chemistry learning,deep constructing a chemistry knowledge system,and achieving high-level chemistry abilities under the guidance of teachers,and improving the core literacy of chemistry.On the basis of clarifying the concept of deep learning,it introduces related theories such as project-based learning methods,activity meta-design ideas,large-unit teaching design concepts,and the integrated teaching design process of "teaching,learning and evaluation" to guide actual teaching.The third chapter analyzes the experiment of high school chemistry textbook published by People's Education Press.The textbook text,experimental investigation,scientific inquiry,practical activities,science history,scientific vision,data cards,thinking and communication and other sections of chemical experiments are sorted and counted.According to the experimental purposes,chemical experiments are divided into seven categories:(1)material property experiment;(2)material composition and structure experiment;(3)material preparation experiment;(4)material Separation and purification experiment;(5)Substance inspection experiment;(6)Reaction principle experiment;(7)Basic operation experiment.Analyze the characteristics of high school chemistry knowledge and its relationship with the experimental knowledge system.In the fourth chapter,a questionnaire entitled "The Current Situation of Middle School Students' Deep Learning in Chemistry" and "The Current Situation of Middle School Chemistry Teachers on Deep Learning Teaching" was compiled,and some teachers and students in Shuangliu Middle School,Yong 'an Middle School and Tanghu Foreign Language School were measured,and analyzed to analyze the current situation of deep learning.The fifth chapter,thinking about the problems existing in the experimental teaching.Combined with the practice of chemistry teaching and according to the science curriculum standard of our country,this paper analyzes the eight elements of scientific inquiry ability,including raising questions,guessing and hypothesizing,making plans,conducting experiments,collecting evidence,explaining and concluding,reflecting and evaluating,expressing and communicating.The sixth chapter explores teaching strategies and constructs teaching models for different types of experiments,mainly showing lesson examples from the following six categories.1)In the qualitative experimental teaching,taking the teaching of "nitrogen and its compounds" as an example,combining the students' learning situation,reintegrating the knowledge of the nitrogen element in the textbook,using the experiment as the carrier,based on the "teaching,learning and evaluation" Large unit teaching design,constructing a deep learning teaching model for nature experiments.2)In the preparative experiments,taking "the extraction of iodine from kelp" as an example,the project-based teaching design based on real situations is introduced to give full play to the important role of experiments in teaching and promote the development of students' higher-order thinking.3)In the reaction principle experiment,take "acid-base neutralization titration" as an example,design the teaching process from the three lines of "context line","student activity line",and "core literacy line" respectively,and summarize quantitative experiments to promote students' deep learning Teaching strategies.4)For basic operation experiments,take "preparing a solution of a certain substance concentration" as an example,design activity elements based on problem-solving models in real life situations,and introduce teaching strategies for such experiments.5)In the inquiry experiment,the "corrosion of metal" is explored in the form of question chain.Through questioning at different levels,students are guided to think about the problems involved in the experiment,and their ability to explore chemical experiments is cultivated,so as to deepen the depth and breadth of students' thinking,and refine the questioning strategies beneficial to students' deep learning in the inquiry experiment.6)In the classroom teaching is difficult to operate,high risk,time-consuming long experiment,such as "the nature of concentrated sulfuric acid","the nature of chlorine",etc.,use information-based teaching methods to integrate the experimental teaching situation,experimental objectives,and experimental operations.,Experimental demonstrations,experimental problems to be solved,experimental results,teacher comments,etc.are made into a series of micro-videos,combined with academic conditions,the micro-classes are reasonably used in teaching,and abstract chemical knowledge is visualized and concreteized.Chapter seven,summary and prospect.Based on the carrier of highlighting the thinking method and progressive problem chain,this paper reconstructs the teaching content by means of triple representation,mind map,innovative experiment,chemical history,real situation,concept change,micro class,and combines with teaching materials and curriculum standards,and constructs six kinds of teaching models: nature experiment,preparation experiment,reaction principle experiment,basic operation experiment,exploratory experiment,and difficult operation experiment.In the teaching,it can promote the improvement of students' ability to choose appropriate teaching methods and carry out effective experimental teaching which can arouse students' deep thinking.Teaching is a process of teaching and learning.There are still many unknown knowledge to explore in chemical experiment.There are also differences in students' ability to acquire,process and deal with knowledge.The author will make unremitting research on chemical experiment teaching to refine and improve the teaching strategies more suitable for students' in-depth learning.