| As a guiding document for chemistry teaching in senior high school,The General Chemistry Curriculum Standard(2017 edition,revised in 2020)plays a leading role in curriculum teaching of senior high school teachers.As an important guiding basis for the teaching of specific curriculum content,the curriculum standards are reflected in the textbooks and finally presented through the examination questions.As an important part of the basic knowledge of chemistry in high school,the principle of chemical reaction not only plays a supporting role in the cultivation of the core literacy of the subject,but also is the required content of the college entrance examination of chemistry,which is usually examined in the form of multiple choice questions and comprehensive questions.But in actual teaching,as a result of some first-line teachers’ awareness of new lesson mark is not comprehensive,lack of analysis and study of new standard and test in recent years,lead to appear in the process of teaching of part teaching contents of partial,difficult and strange phenomena,such as difficult for some of the high frequency test reinforcement does not reach the designated position,make teaching efficiency is low.In addition,with the new reform of the college entrance examination model,the score value and question type of chemical reaction principle have changed,and the difficulty of the test questions has also increased,which requires teachers to adopt efficient and accurate teaching strategies in the module of chemical reaction principle.Therefore,the analysis of test questions and teaching strategies of chemical reaction principal module are worthy of study.In this study,the subjects of the 2019-2021 National college Entrance Examination(COLLEGE Entrance Examination)(Part ⅰ,Part ⅱ,Part ⅲ)and(Part A,Part B)are the modules of chemical reaction principle.Based on the Chemistry Curriculum Standards for Senior High Schools(2017 Edition,revised in 2020)and the2019 National Unified Examination Outline for College Admissions(Chemistry),this paper makes a statistical analysis of the score proportion,high-frequency test points,test context,information presentation and the penetration dimension of core literacy.Using the method of questionnaire survey,the questionnaire was designed to understand the current situation of learning the principle of chemical reaction of grade two students,and combined with the current teaching status of excellent teachers in grade two were interviewed.Finally,according to the conclusion of examination questions analysis and education survey,combined with constructivism theory,cognitive structure transfer theory and Bloom’s education objective classification theory,the teaching strategy of chemical reaction principal module is proposed and applied to the teaching design case.The results show that:(1)The principle of chemical reaction test uses abundant information presentation in real situations to test students’ ability to solve practical chemical problems;(2)The factors affecting the rate of chemical reaction,chemical equilibrium,ion equilibrium in aqueous solution and electrochemistry are studied.Students do not have strong initiative in learning,do not have a good understanding of knowledge points,and the comprehensive ability of problem solving is weak.This paper puts forward five teaching strategies:(1)study the syllabus of curriculum standard and identify hot spots of college entrance examination;(2)Attach importance to basic knowledge and strengthen variant training;(3)Combination of chemistry experiment and multimedia teaching;(4)Select high-quality examples and summarize problem-solving strategies;(5)Interactive communication after class to overcome the panic of doing exercises.And use these strategies to design teaching cases.Good teaching effect has been achieved in the practical teaching application of two cases. |
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