Study On Chemistry Experiment Teaching Design And Practice Of Senior High School With Tetra-Representation Mothod

The new curriculum reform requires that teaching should be student-centered and encourage students to explore independently.The tetra-representation(macro representation-micro representation-symbolic representation-curve representation)is closely related to the dimension of " macro identification and micro analysis " in the core literacy of chemistry,which reflects the discipline characteristics of chemistry.The application of tetra-representation in experimental teaching can strengthen students ’ experimental inquiry ability and reveal the essence of chemical reaction at the micro level,help to construct students ’ cognitive structure,and give full play to the subject function and value of experimental teaching.In this paper,literature research on tetra-representation was carried out,and student questionnaires and teacher interviews were designed to understand the current application status of experimental teaching and tetra-representation.After analyzing the causes of its existing problems,the principles of designing experimental teaching cases for high school chemistry tetra-representation were summarized.Some experiments in ’ sodium and its compounds ’ were designed and applied to teaching practice.Finally,the results were analyzed by teaching statistics to draw conclusions.This paper mainly includes six parts.The first part is the introduction,which mainly expounds the research background,significance and research status of the experimental teaching of high school chemistry tetra-representation,and clarifies the research purpose,content,methods and ideas of this paper.The second part defines the related concepts and studies the theoretical basis.The third part designs student questionnaires and teacher interviews to investigate the status quo of the tetra-representation of high school chemistry.The analysis found that:(1)The emphasis on experimental teaching is not enough,and the frequency of teachers ’ experimental teaching is low;(2)Teachers ’ awareness of applying the tetra-representation teaching model to chemistry teaching is weak.In the fourth part,according to the literature analysis and teaching investigation,the teaching design should reflect the principles of applicability,safety and simplicity,and select ’ the reaction of sodium and water ’ and ’ the reaction of sodium carbonate and sodium bicarbonate and acid ’for teaching design.The fifth part applies the teaching design to the actual teaching.The results show that the level of chemical core literacy in the three dimensions of students ’macro identification and micro analysis,evidence reasoning and model cognition,scientific inquiry and innovation consciousness has been improved,and it can also promote students ’understanding and mastery of curve representation types.To this end,the following application strategies based on high school chemistry tetra-representation experiment teaching are proposed:(1)Pay attention to the experimental teaching mode of tetra-representation and apply it to teaching practice;(2)Provide hands-on experimental opportunities to improve students ’ classroom participation;(3)Update the teaching concept in time and use modern technology to assist teaching;(4)Call on the community to attach great importance to the construction and development of digital experimental teaching courses.The sixth part summarizes and reflects on the results of this research,hoping that this research can enrich the case base of high school chemistry tetra-representation experiment teaching,and provide reference for the current education and teaching of front-line teachers.