A Research On Scientific Method And Teaching Practice In Chemical Textbooks Of Senior High School

Scientific method education is the need for students to acquire chemical knowledge,construct chemical knowledge structure,and cultivate practical ability and innovative spirit;It is also the need to develop students’ core literacy,ensure their sustainable development and smoothly move towards the highly competitive future world.At present,the unconscious and marginalization of scientific method education is serious in the practice of chemistry teaching.Chemistry textbooks are an important medium of teaching.Therefore,mining the content of scientific methods in chemistry textbooks,analyzing the current situation and characteristics of the content of scientific methods in textbooks and students’feedback on the content of scientific methods from the perspectives of students and textbook content,and carrying out the practice of scientific methods education based on this has certain theoretical and practical value.Focusing on the topic of "Scientific Methods and Their Teaching in High School Chemistry Textbooks",this study divides this problem into three sub problems,namely "How students view the scientific methods in chemistry textbooks","What are the characteristics of the contents of scientific methods in chemistry textbooks" and "How to use the scientific methods in chemistry textbooks to carry out teaching",and carried out the following four stages of research.The first stage combs and analyzes the literature of scientific method education at home and abroad,and reveals the current research status and deficiencies of chemical scientific method education at home and abroad.Than the theoretical basis of this study is determined and the concepts of "Scientific Method"is defined.The second stage analyzes students’ understanding of scientific methods in chemistry textbooks.The survey results show that most high school students can perceive the direct and explicit scientific methods in textbooks and often mentioned by teachers;Students affirm the importance of scientific method learning in value understanding,but their enthusiasm for action learning is not high and their sense of self-efficacy is low;Students hope to acquire scientific methods through practical activities,while the reality is mainly classroom teaching and textbooks.The third stage uses the scientific method analysis framework to analyze the scientific methods in chemistry textbooks qualitatively and quantitatively.The results show that in the selection of scientific methods,the frequency of scientific thinking methods in chemistry textbooks is more than that of scientific practice methods;In terms of organization,different types of chemical knowledge and scientific methods have their own context and similarities;The presentation is mainly based on implicit penetration and organizational use,lack of introduction and explanation of the scientific method itself,mainly written statements,supplemented by activity tasks,pictures and tables in the column,and pay more attention to mixed presentation to guide students to use scientific methods.In the fourth stage,taking the "Understanding of Organic Compounds" in chemistry textbooks as an example,the teaching design and implementation are carried out by using the analysis results of scientific methods in textbooks and the implementation steps of knowledge and method parallel teaching mode.Through the preliminary test of teaching effect,it is found that using the resources of scientific methods in chemistry textbooks for chemistry teaching is conducive to students’ understanding of the structure of organic compounds strong spatial awareness and scientific connection between organic molecular structure and symbolic representation.