Research On Cultivating "Change Concept And Balance Thought" Of High School Student By TPACK Theory

Chemistry teaching in senior high school,it is very important to cultivate students’ core literacy of changing ideas and balancing ideas,which plays an indispensable role in deepening students’ ability to understand chemical balance and form multi-dimensional analysis problems.Establishing the concept of chemical change and balance of senior high school students is not only the core of high school chemistry teaching,but also a great challenge to teachers and students.At the same time,with the increasing development of social informatization,it has become an inevitable trend for the current education and teaching research and development to apply the subject teaching knowledge of integrated technology(referred to as TPACK theory)to classroom teaching.However,after combing and analyzing the current research situation of TPACK theory at home and abroad,the author finds that there is little and no in-depth research on the application of TPACK theory to cultivate students’ change concept and balance thought in senior high school chemistry class.Therefore,based on the students’ mastery of "change concept and balance thought" and the difficulties encountered by teachers in implementing the accomplishment of "change concept and balance thought",this paper designs teaching cases and carries out practical teaching research by using TPACK theory to integrate chemistry classroom teaching in senior high school,so as to explore the teaching effect of the scientific literacy goal of cultivating high school students’ change concept and balance thought by using TPACK theory.In this paper,we consult the literature to understand the core literacy of chemistry and the connotation and research status of TPACK theory.This paper expounds the enlightenment of constructivism,discovery learning theory and humanistic learning theory to the core literacy teaching of chemistry and the application of TPACK theory.Taking the connotation of change concept and balance thought as the main basis,this paper determines the survey objects and designs questionnaires and interview outlines to study the current situation of the cultivation of "change concept and balance thought" of teachers and students in a high school in T city.On the basis of literature analysis and questionnaire survey,this paper deeply excavates the advantages and strategies of TPACK theory in cultivating "change concept and balance thought" of senior high school students,and carries out the teaching design and practice research of cultivating "change concept and balance thought" of senior high school students based on TPACK theory.From the 2019 edition of senior high school chemistry textbook,the teaching content of "factors affecting salt hydrolysis",which is selectively required in Chapter 3,"principles of Chemical reaction",is selected as an example for teaching design.And take two parallel classes(one as the control class and the other as the experimental class)of a senior high school in T city as the test object to carry on the teaching practice and effect analysis.The research conclusions are as follows:(1)The use of information technology in chemistry teaching can help students become the main body of the classroom,and improve students’ enthusiasm for learning and self-inquiry ability.(2)The use of information resources in chemistry teaching will help students to independently construct the core literacy of changing concepts and balancing thoughts,and improve the efficiency of classroom teaching.