Research And Practice Of Bridging The Contents Of "Acids,Bases And Salts" In Middle And High School Chemistry

With the deepening of a new round of curriculum reform,the research on bridging teaching in junior high school and senior high school has attracted much attention in recent years,but there are still many problems in the actual teaching.For example,if the bridging advantage of knowledge and ability in senior high school cannot be given full play,students’ learning burden will be increased and teaching efficiency will be reduced.Therefore,it is very important to solve the transition problem of the two stages in order to effectively improve the quality of chemistry teaching and students’ learning interest.The content of "Acid,base and salt" is the carrier and support for learning the basic concepts and principles of chemistry and exploring the properties of substances.In this study,the content of "acid,alkali and salt" is selected as the research object,aiming to solve the transition of knowledge content in middle and high school.From the four dimensions of "academic requirements","activity suggestions","situation materials" and "core literacy dimension" of chemistry curriculum standards in middle and high school,the paper analyzes the embodiment of cohesion of relevant content in curriculum standards and corresponding cohesion points in textbooks.It is found that the core quality of chemistry in the curriculum standard presents a progressive state,and the requirement of students’ cognitive level is constantly improving.From the aspect of column setting and knowledge content,the textbook carries out a cohesive analysis,and divides the knowledge content into the key knowledge of middle and high school,the cohesive point analysis and the contained chemistry subject ability elements,showing the cohesive trend of knowledge content from specific to general.The corresponding cohesive point involves the triple representation of "macro-micro-symbol",which is conducive to the development of students’ "potential level".At the same time,the teaching columns are coherent.The questionnaire was used to investigate the senior high school chemistry teachers’ understanding of junior high school and senior high school knowledge connection,the actual teaching connection,and the senior high school students’ attitude towards knowledge connection and learning interest.The questionnaire analysis shows that,at the level of students,the content of middle and high school learning is heavy and difficult,and the difficulty span is large;they do not adapt to the learning method and thinking mode of chemistry in high school,and have low interest in learning.At the level of teachers,they do not have a deep understanding of the importance of junior high school content connection,are not strong in practical teaching connection ability,are not familiar with junior high school textbooks and curriculum standards,and have a single teaching method.At the school level,the emphasis on chemistry is not high,the allocation of chemistry class in senior one is less,and the teaching exchange activities of teachers in the two stages are less.In view of the problems found in the questionnaire survey,the following strategies are proposed: strengthening knowledge structured teaching,adding special teaching discussion activities and strengthening the guidance of students’ learning methods.According to the teaching strategy,design three cases and carry out teaching practice.The results show that the strategies proposed in this paper provide some references for teachers to improve the teaching quality,strengthen the connection of the knowledge content of junior and senior high school chapters and improve students’ interest in learning.