WebQuest Teaching Design And Practice Of Chemistry In Junior High School Based On Knowledge Migration Ability Cultivation

Knowledge transfer ability is an important part of students’ ability,and plays a vital role in students’ study and life.The development of students’ knowledge transfer ability can encourage students to study actively,improve the speed of individual development,awaken students’ consciousness,promote students’ lifelong development and promote students’ diversified development so that they can meet the needs of social development.Combining the micro,abstract,experimental,operational and common characteristics of chemistry,the paper aims mainly to cultivate students’ migration ability,using the method of action research to explore the principles,strategies and implementation of WebQuest teaching design.The main work is as follows:1.Random sampling investigation was carried out on teachers in Henan Province to understand teachers’ understanding of knowledge transfer ability and the advantages of cultivating students’ knowledge transfer ability.The data show that 96.9% of teachers believe that they have a certain understanding of knowledge transfer ability;83.1% believe that they will consciously cultivate students’ knowledge transfer ability in teaching,and 100% of teachers have realized the importance of cultivating students’ knowledge transfer ability.In short,front-line teachers will cultivate students’ knowledge transfer ability,intentionally or unintentionally,but the training effect is not good enough.In addition,through the analysis of students’ examination paper results,it is found that the correct rate of questions related to knowledge migration ability is about 50%,indicating that although the two classes have knowledge transfer ability,the ability is weak.It is significant to conduct this study.2.Divide the factors that affect students’ knowledge transfer ability into objective factors(characteristics of learning materials,guidance of teachers,similarity of learning situation)and subjective factors(students’ original cognitive structure,understanding of learning situation,students’ psychological preparation state,level of learning strategies,students’ intelligence,ability and interest),and four training strategies were proposed based on the influencing factors: First,create an effective situation,raise student interest,create a prerequisite for the generation of knowledge migration;Second,"reducing administration and delegating power" encourages students to collect and organize materials before class,in order to extract the prior knowledge;Third,focus on variant training,enrich the knowledge presentation methods,deepen the knowledge understanding;Last,refining fined learning tasks,promote group cooperation,promote migration generation.The feasibility of cultivating students’ knowledge transfer ability by WebQuest teaching mode is demonstrated.3.According to the design principles and methods of WebQuest teaching mode,choose water resources caring,carbon and carbon dioxide as the teaching design.Determine the teaching objectives,evaluation objectives and teaching ideas based on textbook analysis and learning situation analysis.4.The experimental and control classes were selected,and an independent sample t-test was performed on the two classes,and the significance of the homogeneity of variance test results was 0.102,greater than 0.1,indicating the homogeneity of variance;the t-test results:sig.(Double tail)=0.095> 0.05 and approaching 0.1,indicating that there is no significant difference between the two classes in the average level,and the selected two classes are parallel.5.On the basis of pre-test,WebQuest teaching practice based on knowledge migration ability was trained and formative evaluation,and comprehensive test questions were compiled according to the three dimensions of knowledge migration ability and tested for students’ knowledge transfer ability.Through group statistics of the post-test results of the two classes,the average score of the experimental class was 22.6212,and the average score of the control class was 19.2055,with a significant difference of 3.4157.As is seen by the independent sample t-test,the significance of the homogeneity of variance test is 0.788,greater than 0.1,indicating that the variance is homogeneous;the t-test results: sig.(Double tail)=0.032 <0.05,indicating that the results of the two classes are different;combined with the average results,the new teaching method is more effective than the original teaching method.This paper puts forward problems by status survey,consults literature,summarizes strategies and selects modes for teaching design,implementation and analysis,and finally comes to the conclusion that WebQuest Teaching mode is conducive to improving students’ knowledge transfer ability and students’ lifelong development in chemistry teaching,so as to provide teaching reference for teachers.