Research On The Structured Teaching Practice Of High School Chemistry Knowledge Based On ISM Method

The 2017 edition of the "General High School Chemistry Curriculum Standards" advocates structuring the organization of course content to promote the realization of students’ core disciplinary literacy.The main purpose of this study is to explore the effectiveness of using the Interpretative Structural Modeling Method(ISM)to structure course content knowledge.The research first constructs a chemistry knowledge structuring teaching practice process based on the ISM method,including textbook analysis,element analysis based on the ISM method,drawing layered directed knowledge structure diagrams,and conducting classroom practice through designing teaching cases.Through student questionnaires,teacher interviews,and test papers,two classes with similar levels were selected as the experimental class and the control class for teaching experiments.During the investigation,it was found that students have poor knowledge transfer ability in the process of learning chemistry and have difficulty establishing connections with their existing knowledge systems,leading to insufficient knowledge structuring.In teacher interviews,it was found that teachers currently rely on experience in the structuring of chemical knowledge and lack effective tools.In response to these issues,this study aims to provide new ideas and methods for promoting the innovation of chemistry knowledge structuring teaching and improving students’ ability to integrate knowledge,analyze,and solve problems,achieving the goal of cultivating students’ core disciplinary literacy in chemistry.Through an in-depth analysis of the content of "Iron and Its Compounds" in the 2019 edition of the first compulsory textbook of the People’s Education Press,constructivist theory,disciplinary structure theory,cognitive structure theory,and cognitive assimilation theory are used as guides.The ISM method is used to analyze the textbook,extract elements,build adjacency matrices based on knowledge relevance,calculate reachability matrices for hierarchical analysis,and generate directed hierarchical structure diagrams.The directed hierarchical structure teaching model is constructed from the perspectives of both the teacher’s teaching and the student’s learning,and specific teaching cases are designed according to the teaching model and program for classroom teaching.After implementing teaching strategies for teaching experiments,diagnostic test papers were used to evaluate students’ ability changes and students were interviewed.By analyzing the pre-test and post-test scores data,the main conclusions were drawn: The ISM method helps to refine and sort out key points and carry out curriculum design,thereby achieving innovation in teaching methods;based on the directed hierarchical structure diagram obtained from the ISM method,combined with knowledge structuring teaching strategies,teachers can establish connections between theory and practice,improving classroom teaching quality;based on the ISM method’s knowledge structuring teaching,students’ cognitive abilities and learning abilities are improved,and core disciplinary literacy in chemistry is established.Based on the above research,it is demonstrated that the ISM method can improve the degree of chemistry knowledge structuring in high school students,providing theoretical and practical references for future teaching.