Teaching Research On Situational Teaching Method To Promote Senior High School Students’ Deep Learning Of Chemistry

Chemistry is a subject that pays attention to experiment and situation.The chemistry curriculum standard of senior high school(2020 Revision)advocates that teachers should pay attention to the creation of real problem situation in teaching.The knowledge of chemistry is fragmented,so students must master the ability of in-depth learning such as information connection and integration,migration and application.The combination of situational teaching and deep learning is the combination of teachers’ teaching and students’ learning.It can make students pay attention to the situation in chemistry and think about problems in the situation,so as to improve students’ ability to transfer knowledge.Therefore,it is of great significance to study the role of situational teaching in promoting senior high school chemistry deep learning.Firstly,this paper effectively integrates the concepts of situational teaching and deep learning,expounds the theories of Situational Cognition and learning and constructivism,and proves that situational teaching method can promote students’ deep learning in theory,and then carries out teaching research on the application of situational teaching in senior high school chemistry to promote students’ deep learning.Firstly,this paper investigates the current situation of situational teaching of senior two teachers and the current situation of deep learning of senior two students.The results show that teachers recognize the situational teaching method and occasionally carry out situational teaching in the classroom,but in the five dimensions of deep learning,they only focus on improving students’ learning interest,but do not pay attention to the improvement of students’ transfer and application ability;Students have high interest in chemistry learning,but their ability of information connection and integration,migration and application are relatively weak.Then,according to the concept of deep learning,combined with the standards and principles of situational teaching design,this paper designs and practices the content of chapters 3 and 4 of the principle of chemical reaction.In the process of practice,the students’ performance in class is understood by the students’ in-depth learning self-assessment questionnaire,and the specific in-depth learning level of students in solving chemical problems is tested by the in-depth learning test questions.Finally,the overall effect of students’ in-depth learning is tested by comparing the results of monthly examination and final examination.The above three methods are combined to comprehensively analyze and evaluate the students’ in-depth learning.The research shows that in theory,teachers’ situational teaching can promote students’ in-depth learning;"Piaget Biggs" deep learning index can well detect the current level of learners’ thinking,and plays a certain role in the practical research of deep learning;Practical research shows that situational teaching in the classroom is conducive to improving students’ in-depth learning level,correcting the original concepts that can not explain new knowledge and changing concepts.With the extension of situational teaching time,students’ information connection and integration ability,migration and application ability have been improved.In addition,Situational teaching in the classroom is also conducive to improving students’ academic performance to a certain extent.