Research On Teaching Design Of Chemistry In High School Under STEM Teaching Mode

With the implementation of Chemistry Curriculum Standards for Ordinary Senior High Schools（2017Edition,2020 Revision）,the contents of chemistry textbooks for middle schools have changed greatly:Removed numerous,difficult,partial,old knowledge,more can let students independent inquisition activities and extracurricular knowledge data card,but still no improvement teaching mode,how to effectively reform of high school chemistry teaching mode,to improve students’classroom participation and initiative,promote classroom knowledge ability,has always been China’s education workers confront problems.STEM education is a multidisciplinary education concept that integrates science,technology,engineering and mathematics education.The teaching process is based on students’independent inquiry,which is in line with the requirements of the new curriculum standards to improve students’core literacy in chemistry.Therefore,it is urgent to break through the STEM concept in chemistry teaching at present.This study takes common chemistry knowledge points in high school as an example,combines relevant literature and materials,and puts forward three groups of STEM teaching topics on the basis of STEM education concepts.Each topic contains two teaching design related to knowledge points,providing reference for the integration and infiltration of STEM education concepts into middle school chemistry classes.This thesis is mainly studied from the following aspects:1.Investigation on the current situation of MIDDLE school chemistry STEM teaching and pre-test and evaluation of students’STEM level.Taking front-line chemistry teachers and students in a middle school in Shi he zi area as an example,the current situation of CHEMISTRY STEM teaching and students’CURRENT STEM level were investigated by interview and questionnaire survey,providing practical basis for the teaching design.Through the analysis of the survey results,it is found that STEM education is very limited in middle school chemistry class,students seldom contact with experimental operations,and STEM level is generally not high,but teachers and students agree with STEM education concept and accept STEM classroom teaching.2.Design of high school chemistry teaching case based on STEM teaching mode.Through one version of high school chemistry teaching material required and take a content analysis and practice in the actual development condition analysis,found that take a third chapter"cell"in the second quarter,in the fourth chapter take a purification of the"water"in the second quarter and required a fourth chapter"the reaction of NO₂with water in the third quarter is the key points and difficulties of secondary school chemical experiment teaching,Each contain STEM elements,and the experimental teaching of raw material and equipment is simple easy,STEM teaching project,which determine the three groups each group project contains two knowledge associated teaching case:the metal corrosion and protection project contains the iron nails under different conditions of corrosion and the active metal protective layer of two teaching design;"Colloidal Preparation and Water Purification"includes two teaching designs:"Preparation and Application of Al（OH）₃colloidal"and"Purification of Water around The City"."Air Pollution and Prevention"includes two teaching designs:"Prevention of air pollution in The Area where schools are located"and"How NO₂can be better absorbed by water",in order to provide reference for front-line teachers to implement STEM teaching in middle schools.3.Implementation and effect evaluation of STEM teaching cases By means of comparative experiment,two classes participating in the questionnaire survey are selected as the research objects for practical research.One class is the experimental class,and the STEM teaching case designed in this thesis is implemented;the other class is the control class,and the traditional teaching is implemented.Considering the teaching progress and actual development conditions,two special topics,metal corrosion and protection and Colloidal preparation and water purification,were implemented in the experimental class,with 4 teaching cases in total.Design three-dimensional（student self-evaluation,group mutual,teacher evaluation）evaluation questionnaire and teacher interview outline after test after test to evaluate the effect of the implementation of STEM teaching,through the contrastive analysis of the experimental classes and that in comparative classes scale scores and teachers of the interview after the test analysis,STEM teaching mode has the validity and feasibility in the high school chemistry class,It can effectively improve students’core literacy and STEM literacy of related chemistry disciplines.