Case Design And Practical Research On High School Organic Chemistry Language Teaching

Language is an expression of thought and a tool for communication,and chemistry also has its own unique specialized language,which can be called chemical terminology.Organic chemical terminology is the chemical terminology related to the discipline of organic chemistry,which reflects the composition,structure,and regularities of changes between organic compounds.The organic chemical terminology taught in high school mainly includes the molecular formula,structural formula,condensed structural formula,chemical reaction equation,functional group names,and other content,all of which are the most basic and important aspects of learning organic chemistry.It can be said that there is no learning of organic chemistry knowledge without learning organic chemical terminology.Therefore,to solve the difficulties that high school students face in learning organic chemistry,it is necessary to start with the learning of organic chemical terminology.In this study,literature review and interview methods were first adopted to understand the problems that exist in the teaching of chemical terminology.Regarding teachers,the problems include: 1.insufficient attention to organic chemical terminology;2.inadequate time allocated to teaching chemical terminology;3.poor language skills.Regarding students,the problems include: 1.difficulties in writing,understanding,and memorizing organic chemical terminology;2.lack of abstract thinking and insufficient logical ability;3.gaps in understanding.To address the problems that exist in the teaching of organic chemical terminology,three teaching strategies were mainly used: 1.the "macro-micro-symbol" triple representation strategy,which enables students to master the expression of organic chemical terminology through the triple representation of macroscopic phenomena,microscopic characterization,and symbolic representation,and establish the connection between them,allowing students to proficiently express the other two representation methods when faced with one of them;2.the visualization strategy,which uses demonstration experiments,allows students to build models of organic compounds,and uses multimedia to demonstrate the formation and breaking of chemical bonds in microscopic processes,enabling students to establish their own knowledge maps on the basis of understanding,facilitating better mastery of organic chemical terminology;3.the reinforcement and consolidation strategy,which strengthens the consolidation and practice of knowledge related to organic chemical terminology,enabling students to master and use organic chemical terminology proficiently.To better apply the above teaching strategies,teaching cases for methane,benzene,and acetic acid were designed and teaching practices were conducted in experimental classes.The results of tests and comparisons with control classes showed that the average scores of students in the experimental classes were significantly higher than those of the control classes,particularly in the accuracy of writing and expressing organic chemical terminology(structural formulas,functional groups,organic chemical reaction equations,chemical reaction types,etc.),indicating that the use of these three teaching strategies in teaching can help students better master organic chemical terminology to a certain extent.