The Design And Implementation Of The Activity Teaching Mode With "situation" As The Main Line In Junior High School Chemistry Teaching

In 2017,the State Council issued the "13th Five-Year Plan for the Development of National Education",which ushered in the curriculum reform based on the cultivation of students' core qualities.The core quality of chemistry focuses on enabling students to acquire theoretical knowledge through their own experience in real situations and effective activities,and to use the knowledge they have learned to solve practical problems.Therefore,it is very necessary to use the activity teaching mode in the chemistry class of junior high school.Activity teaching method,also called activity type teaching method,is a new kind of teaching method,generally refers to according to the teaching requirements of the teachers and students the process of acquiring knowledge provides students with the proper teaching situations,according to the degree of students' physical and mental development and characteristics of learning,lets students depend on their ability to participate in reading,discussion,games,study to learn knowledge of classroom teaching methods such as the operation or process.The characteristic of this teaching method is that students participate in activities and acquire knowledge through coordinated activities under the command of the brain,such as hearing,vision,spatial perception and touch.The adoption of activity teaching mode is helpful to improve students' interest in learning and conforms to the general psychological characteristics of junior high school students.From the theoretical point of view,activity teaching has the significance of surpassing the traditional classroom teaching.In recent years,there are a lot of research achievements related to activity teaching,but these studies also have shortcomings,such as the late start of junior high school chemistry activity teaching model research,unbalanced development,a small number of published papers,and basically no research on "activity line".There are relatively more researches on the situational teaching model,but the scope of research is narrow,and the situation is often created for a single teaching link.There is no systematic integration of the situation and the stringing of activities into a line to let students consciously carry out the next activity in the classroom,rather than "follow the prescription",therefore it is necessary to conduct research on this basis.This study first conducted a questionnaire survey among 32 first-line chemistry teachers in Helan County,and interviewed one senior teacher,two intermediate teachers and two junior teachers respectively.It is learned that the number of chemistry teachers in Helan County adopt the activity teaching mode in their daily classes is relatively small,and some teachers think that the activity teaching mode has problems such as long time consuming,insufficient student participation and general teaching effect.Although some teachers often use the mode of activity teaching,they do not know how to string up scattered activities to make the classroom rich but not messy,which can not only improve students' learning enthusiasm,but also complete the teaching task and improve the teaching effect.According to the teachers' confusion,the author combined with his own teaching experience and the characteristics of the textbook,put forward the teaching concept of "situation-oriented activity teaching",as well as the corresponding design strategies.The socalled context as the main line,is that the activities in the classroom are no longer scattered and no contact.But through an identical or related context throughout the class.Therefore,the author puts forward four strategies: taking film and television plot as the orientation,solving practical problems as the orientation,chemical experiment as the orientation and story development as the orientation through the activity teaching.Then,based on the proposed strategy,the author analyzed the typical lesson examples in the ninth grade chemistry textbook "Combustion and Fire Extinguishing","Water Purification","Properties of Carbon Dioxide","Properties of Carbon Monoxide","Chemical Fertilizers" and "Conditions for the occurrence of metathesis reactions" to carry on the design,and to practice the above six lesson examples.The author used three months in the experimental class teaching,according to the teaching plan in that in comparative classes taught by conventional modes,to investigate the effect of classroom,according to the survey results to make analysis,found that students who prefer the same situation through to the end,can give full play to their own subjective initiative,not only learned knowledge,also felt the importance of chemistry for life.In the analysis of the results,it was also found that the students in the experimental class improved more.Finally,the author summarizes and reflects on this research.This research has basically completed the established research objectives,but there are still many deficiencies.First of all,compared with most provinces,the education level of Ningxia is relatively backward,and the author's survey results of teachers in this region cannot represent most teachers in other regions.Secondly,the author only analyzes the classroom effect after practice from two aspects:students' feedback and performance improvement.Since the author only undertakes the teaching task of two classes,only one experimental class is chosen.However,the improvement of grades will also be affected by factors such as the degree of difficulty of the examination paper,the distribution of question types and the overall learning state of students in recent period,so the conclusion is not representative enough.