Practical Study On Chemical Osmosis Safety Education In Junior Middle School Under The Policy Of "Double Reduction"

Whether students are safe in school is the primary index to assess the school,and the specialty of chemistry has great safety risks,which has a far-reaching impact on junior high school students’ safety education of osmotic chemistry and the cultivation of their safety consciousness.In recent years,the policy of "double reduction",the new curriculum standard and the reform of Yunnan high school entrance examination have put forward new instructions and requirements for junior high school chemistry education.The changes of chemistry teaching,such as the reduction of total class hours,the increase of required experiments,the reduction of homework,the realization of knowledge in class after 40 minutes,and the cultivation of students’ chemistry literacy,have brought new challenges to junior high school chemistry teaching.The former teaching model can not meet the current teaching needs.How to infiltrate chemical safety consciousness to students effectively and understand the value of chemistry discipline has become a problem that all chemistry teachers are thinking about.In this paper,the author will explore this problem through the following parts of the research.In the first part,by analyzing and learning the description of safety awareness in the existing education related policies,teaching materials,curriculum standards and teaching reference,it makes clear the feasibility and importance of penetrating chemical safety education to junior high school students in the process of chemistry teaching.Secondly,it is necessary and urgent to infiltrate chemical safety education to junior high school students in the process of chemistry teaching by understanding the hot spots of social security,the hidden dangers of chemical safety in schools,the concerns of society and schools,the characteristics of disciplines,the characteristics of junior high school students and years of teaching experience.Finally,through consulting,reading and sorting out a large number of literature and periodicals combined with the current teaching practice to determine the research ideas,research content and research methods.The second part firstly determines the theoretical basis of the research by understanding the research status of chemical safety penetration in junior middle schools at home and abroad,referring to the research experience of others and combining with my own years of practical teaching.Based on the interview results of teachers in our school,this paper makes a detailed analysis to summarize the penetration status of chemical safety education in our junior high school,so as to prepare for the following research.The third part is based on the situation of students in our school and the current situation of safety education penetration.The chemistry classroom teaching design is carried out.The two classes implement different teaching strategies for the same safety education content and carry out on-site teaching.In Case 1,the effect was tested by quizzes after classroom teaching.The test results showed that there was no significant difference between the teaching results of the two classes,and the osmotic chemical safety education did not significantly improve the teaching results.Case 2:After experimental teaching,students’ experimental operation standard and proficiency were observed to test the effect.The results show that there are obvious differences between the two teaching strategies in osmotic chemical safety education.Case 3: Interdisciplinary practice.Students are enthusiastic to participate in it,but the operability is affected by many aspects.Through the practical research of several classes,the experimental results show that many teaching strategies are useful for osmotic chemical safety education,but the results are different for different students.We need to learn several teaching strategies,apply them flexibly in the actual classroom,combine various strategies,teach students according to their aptitude,and select appropriate teaching strategies to carry out the infiltration of safety education teaching.The fourth part compares and analyzes the advantages and disadvantages of various practical activities through teaching practice activities,combines literature analysis and summarizes effective teaching strategies by referring to Compulsory Education Curriculum Standards to provide good reference suggestions for teachers’ education and teaching work in the future.The results are as follows:(1)Through 5 years of junior high school chemistry teaching practice,it is found that every class of students have great interest in chemistry.However,due to the particularity of chemistry,students lack relevant chemical safety knowledge and do not pay attention to it,some safety problems will inevitably occur in the beginning of learning and exploration.For the smooth progress of the following education and teaching,as well as the cultivation of students’ safety awareness and accomplishment in chemistry,teachers should attach importance to the infiltration of chemical safety education and make more efforts in this aspect.(2)Studied and learned effective strategies in many references and conducted field teaching.Investigated the penetration of students’ chemical safety awareness through a comparative analysis of students’ scores obtained in classroom tests,the standard of students’ experimental operation proficiency in experimental classes,the changes of students’ chemical safety awareness in the course of one year of chemistry learning,and the changes of their behaviors when they entered the laboratory several times,etc.The author found that through one year’s infiltration study of chemical safety education,most of the students’ safety awareness has been greatly improved,and their understanding of the value of chemistry is more profound.When entering the chemistry laboratory,they can abide by the laboratory rules,operate experiments in safety norms,and correctly deal with small chemical safety accidents in life.(3)Lack of research: osmotic chemical safety education is a long and tortuous process,which requires teachers’ persistent long-term penetration.This study only involves the penetration of chemical safety education in the third year of junior high school.The time is too short and the effect is not very significant.The penetration safety education is limited only in chemistry.From the perspective of students’ future development,the penetration effect,breadth and strength are not enough.Chemistry teachers in junior high school can combine with school activities,social activities,teachers of other subjects,and even teachers of various subjects in senior high school to carry out safety education.Long-term persistence will have a profound impact on the development of students’ core accomplishment of chemical safety awareness.