| The history of chemistry is a history of human understanding and transforming the world.It not only contains rich chemical knowledge and the discovery and development process of theory,but also contains the belief of scientists to explore the unknown and pursue the truth.Therefore,the history of chemistry is an important part of chemistry teaching content and a valuable resource for chemistry learning.With the promulgation and implementation of the 2017 edition of high school chemistry curriculum standards,our teaching should focus on the development of students’ core quality of chemistry.Using chemistry history for classroom teaching can not only clarify the context of knowledge,but also effectively convey scientific ideas,scientific spirit and scientific methods.Therefore,using chemistry history for classroom teaching is one of the important ways to comprehensively improve students’ core quality.The author consults the relevant literature,summarizes the research status at home and abroad,and determines that the theoretical basis of this study is constructivist learning theory and Situational Cognition Theory.In order to better provide front-line teachers with chemical history materials used in teaching,this study selects the 2017 curriculum standard and the 2019 compulsory textbook of PEP as the research object,and summarizes and analyzes the chemical history materials provided therein.A questionnaire was distributed to some science students in high schools in Tongliao City,Inner Mongolia,to understand their understanding and learning of the history of chemistry.The main conclusions are as follows: students pay more attention to the content of chemical history,have greater demand,and have a strong interest in learning chemical history;Students can realize the educational role of chemical history.A questionnaire survey was conducted on the first-line chemistry teachers of 19 ordinary high schools in Tongliao City,Inner Mongolia.Through the method of interview,combined with the actual personal teaching situation of different teachers,to further understand the current situation and dilemma of senior high school front-line chemistry teachers using chemical history in teaching.Through sorting and analyzing the data generated after the survey,the main conclusions are as follows: the frequency of high school chemistry front-line teachers using chemistry history in teaching is low;The content of chemical history is not deeply excavated;Teachers did not give full play to the educational function of chemical history,nor did they make full use of chemical history to cultivate students’ core quality of chemistry;The main reasons why teachers can not use the history of chemistry in teaching are as follows: teachers’ understanding of the history of chemistry is not deep,and the complex content of the history of chemistry affects teachers’ efficiency of lesson preparation.In order to apply chemical history to classroom teaching more effectively,the author puts forward three ways to effectively integrate chemical history with high school chemistry classroom teaching and carry out teaching practice.Two forms of teachers’ quantitative evaluation of classroom teaching and interview with students in the experimental class are used to test the teaching effect.It is found that the classroom teaching effect of using chemical history is better,which can effectively cultivate the core quality of students’ chemistry discipline.Through content analysis,practical investigation and comparative teaching,it is suggested that schools and relevant teaching departments set up courses related to the history of chemistry for students.It is suggested that teachers should fully explore the material content and bring the history of chemistry into the classroom in various forms.In the compilation of textbooks,it is suggested to enrich the presentation and content of chemical history materials.In order to solve teachers’ teaching difficulties,it is suggested that relevant departments provide teachers with more detailed chemistry history content and learning resources that match their knowledge,or education departments provide teachers with chemistry history teaching and other related training,and universities provide chemistry history education and other related courses for students majoring in chemistry normal education. |
