Application Of Analogy Model In Senior High School Chemistry Teaching

The standards for the curriculum of general high school chemistry（2017 Edition）clearly set forth a core literacy for the discipline of chemistry that includes evidence reasoning and model perception.In high school chemistry teaching,we should pay attention to developing students’ scientific thinking and innovation awareness based on chemical experimental facts,among which,the method of assisting teaching by constructing a model that meets the teaching purpose is one of the common teaching instruments used by teachers.Among numerous models,analogical models help students connect between old and new knowledge,and sometimes vivid images of analogues not only help teachers to advance the pedagogical atmosphere but also help students quickly understand what is to be learned.Therefore,this paper mainly studies the application of analogy model in high school chemistry teaching,and provides new ideas for high school chemistry teaching practice.This research is based on structure mapping theory,knowledge construction theory,multiple limitation theory,knowledge migration theory,on the basis of a full understanding of the current state of research at home and abroad,to define relevant concepts,and to develop a classroom observation scale based on the teaching characteristics and research needs of the chemical discipline;Using text analysis method,on the basis of the example analysis of the analogical situations appearing in two textbooks of required and required 2 for human teaching high school chemistry,we propose that it is suitable to construct an analogy model to teach the intellectual content;Through classroom observation and teacher interview,the survey finds the main problems when the analogy model is applied in high school chemistry teaching,based on the building steps of the analogy model,three teaching topics including the amount of substance,the nuclide,the factors affecting the rate of chemical reactions are selected,which are to make teaching piece designs for constructing three different types of analogy models,respectively,to provide reference for first-line teachers’ teaching practice;In the second high grade of a secondary school in Harbin,two classes were selected to use experimental methods and observation to teach practices,and the section factors affecting the rate of chemical reactions was selected to focus on classroom observation,to verify the effectiveness of the analogy model in actual teaching,and to propose precautions when constructing the analogy model for teaching based on the results of observations and practice.The results show that the analogy model can effectively assist teachers to complete teaching tasks and mobilize the overall pedagogical atmosphere of the classroom.It is beneficial for students to quickly master the new knowledge concepts and deeply understand the association between the new knowledge and the original cognitive experiences.Finally,an outlook is given on the practical application of the analogy model in the teaching of high school chemistry.