Research On Thinking Classroom Of "Ionization Of Weak Electrolyte" To Promoting Students’ Chemistry Subject Understanding

The new round of basic education curriculum reform emphasizes that chemistry education activities should cultivate students’ core quality of chemistry subject,from the "knowledge based" classroom to the "quality based" classroom.In order to achieve the goal of cultivating students’ core quality of chemistry subject through chemistry classroom,teachers need to first change their educational concepts and realize that chemistry classroom is not only about imparting knowledge to students,but more importantly,it is about helping students form chemistry thinking modes and methods and promoting students’ chemistry subject understanding.Secondly,through the construction of the chemistry thinking classroom,students’ thinking can be activated to form chemistry thinking modes and methods.Based on relevant literature,it is found that most researchers currently focus on teachers,while there is relatively little research on promoting students’ chemistry subject understanding,and the connotation and strategies of the chemistry thinking classroom need to be improved.The main purpose of this study is to design and practice chemistry thinking classroom to promote students’ chemistry subject understanding,providing reference for front-line teachers in secondary schools.The main research contents include:(1)Definition of relevant concepts.Based on a comprehensive analysis of relevant literature and combined with research purposes,the concepts of "Chemistry subject understanding","Chemistry subject understanding ability",and "Chemistry thinking classroom to promote students’ subject understanding" were defined.(2)This thesis analyzes the characteristics,teaching ideas,and strategies of chemistry thinking classroom to promote students’ subject understanding.The most important feature of chemistry thinking classroom to promote students’ subject understanding is the high integration of the structure of the thinking classroom with the ultimate goal of chemistry subject understanding,so as to achieve a high degree of unity between the development process of students’ thinking and the goal of chemistry subject understanding,highlighting the specific characteristics of promoting students’ thinking situations,original questions,positive thinking activities,and structured thinking.According to the four links of chemistry thinking classroom to promote students’ subject understanding: the initiation,development,sublimation,and expansion of thinking,specific teaching ideas are proposed: in the initiation link of thinking,teachers activate the chemistry thinking classroom and activate students’ thinking by creating authentic situations and asking original questions based on the situation;in the development of thinking,teachers guide students to think originally and acquire knowledge by carrying out thinking activities that point to the goal of promoting chemistry subject understanding;in the sublimation of thinking,the teacher guides students to comb the perspectives and ideas of chemical cognition,forming chemistry subject understanding;in the expansion of thinking,teachers lead students to return to original questions,guide students to apply their knowledge to solve problems in real situations,internalize basic concepts of chemistry,and promote the further development of chemistry subject understanding.Combining teaching ideas,teaching strategies are proposed,which are: determining knowledge units,organizing unit teaching;mining the value of knowledge and creating situations conducive to students’ positive thinking;exploring the origin of knowledge and setting up the original question string;build a thinking model and induce a structured system.(3)The teaching design and implementation of the "ionization of weak electrolyte" thinking classroom to promote students’ chemistry subject understanding have been carried out.Applying teaching ideas and strategies to the teaching design and practice of "ionization of weak electrolyte",through quantitative analysis of test scores and interviews with students of different learning levels,it was found that chemistry thinking classroom to promote students’ subject understanding have to some extent promoted students’ chemistry subject understanding.