Research On The Practice Of Game Teaching Of Chemical Symbols In Junior High School

Chemical symbol is a unique language of chemical science,which can independently express chemical information and plays an important role in chemical science.In junior high school chemistry teaching,chemical symbols include element symbols,structural diagrams of atoms and ions,chemical symbols and the meaning of numbers in them,chemical valence,chemical formulas and chemical equations.However,due to the difference from our Chinese language usage habits,students are likely to find the learning process of learning by memory boring,difficult and prone to serious polarization.The continuous frustration of students in chemistry learning can also easily lead to the loss of confidence in the subsequent learning of chemistry knowledge.Game-based teaching can effectively stimulate,the learning interest and curiosity of junior high school students,and help students to learn in a relaxed and happy atmosphere,Its combination with chemical symbol teaching is expected to reduce,the boredom in the learning process and keep students engaged in class improve the learning effect and efficiency.Based on previous studies,this study designed teaching games and related classroom tests with junior high school chemical symbols as the content,and further studied the continuous impact of gamebased teaching on the teaching effect of chemical symbols in junior high school.The pre-and post-test questionnaires were compiled to understand the changes in students’ attitudes towards learning chemistry,junior high school chemical symbol learning,and game teaching.It is hoped that the attribution of the influence of game-based teaching in the chemical symbols of junior high school will provide a basis for the research of front-line teachers.The main parts,thesis are as follows:The first part foreword.including five aspects: research background,overview of research results,research purpose and meaning,research connotation and ideas,and research methods.Firstly,the research value of this study is analyzed through the research background,and then the purpose and significance of this study are determined through the carding and evaluation of the research status,and then the research content,ideas and research methods are obtained according to this.The second part,the definition of core concepts and theoretical basis.In this part,the core concepts of "chemical symbols" and "game-based teaching" in this study are introduced and defined..Then it summarizes the main theoretical basis of this study,including constructivist cognitive theory,cognitive load,triple representation cognitive model,zone of proximal development,motivation planning theory,and defines them.The third part,game-based teaching and game-based teaching design and implementation.This part describes the selection of the research object,the control of game variables,and the selection of experimental materials and tools.After that,it introduces the process of game-based teaching in this study,and then specifically shows the teaching design of game-based teaching in the two experimental classes and the conventional teaching design of the control class,as well as the game part of each game-based teaching in the experimental class.The fourth part,the compilation,use and data analysis of the post test questions.In this part,the author compiled the post-test exercises of this study based on the "Curriculum Standards" and the exercises of Chongqing High School Entrance Examination in recent five years,and according to the students’ cognitive development level.When teaching junior high school chemical symbols in a new lesson,the experimental classes conducted a class quiz on junior high school chemical symbols after completing the game-based teaching and the control class completed the regular teaching.During the review,the experimental class conducted a game-based review and the control class had a dictation review.After that,the junior high school chemical symbols were tested in class.After each quiz,combined with the test data of the comparative experimental class and the control class,an independent sample t-test was carried out to obtain the effect of game-based teaching in junior high school chemical symbols.The fifth part is the compilation and analysis of the questionnaire.Before and after the study,questionnaires were conducted for the experimental class and the control class.This part includes the purpose,reliability and validity test of the questionnaire,the survey of the measured questionnaire,and the independent sample t test of the data to analyze the relevant influence of students’ interest in learning chemistry,their attitude to learning chemical symbols in junior high school,their attitude to learning chemical symbols in junior high school,and their attitude to learning game based teaching after game based teaching.The sixth part is the research summary.In this study,two classes in Grade 3 of J Junior High School in C City were selected as the experimental objects,and there was no significant difference between the average physical scores of the two classes in Grade 2.The experimental class adopts game teaching to learn junior high school chemical symbols;The other class is the control class,which implements routine teaching.After the experiment,the students of two classes were tested on the exercises of junior high school chemical symbols in the classroom,and then the test data were collated and analyzed.With the help of the data analysis of the student survey questionnaire,from the perspective of learning effect:(1)The element names and symbols were used for many times to improve the students’ academic level,and the significance of using game teaching gradually weakened;(2)The schematic diagram of atomic ion structure,the meaning of chemical symbols and their numbers,and the chemical equation are three parts.The significance of using game teaching for many times to improve students’ academic level is gradually increasing;(3)In the part of valence and chemical formula,there is no significant difference in using game teaching to improve students’ academic level.That is,compared with traditional teaching,game teaching can effectively improve students’ academic level of chemical symbols in junior high school.From the perspective of learning interest and attitude:game teaching has effectively improved the students’ attitude towards learning chemistry and junior high school chemistry symbols,improved their learning interest and confidence,and found out that learning chemistry is not only to cope with the significance of the secondary school entrance examination,but also willing to learn other knowledge of chemistry in the way of games.Based on the above conclusions,the research puts forward corresponding teaching suggestions.