Research On The Development And Application Of High School Chemistry Situation Materials To Promote The Development Of Dialectical Thinking

Dialectical thinking refers to the way of thinking to understand things and treat problems from the perspective of contradiction,connection and development.It can effectively enhance students’ ability to analyze and solve problems,and is the key to understand chemistry correctly.Dialectical thinking can be imperceptibly infiltrated into the way students know things and look at problems through the knowledge and emotional atmosphere created by the teaching situation and the interaction between students and the situation.Therefore,the teaching situation is an important carrier to cultivate students’ dialectical thinking.In "Chemistry Curriculum Standards for Senior High School(2017 Edition,2020 revision)",each topic gives a part of "suggestions on situation materials",which contains many materials that can develop dialectical thinking,but these materials do not implement the cultivation of students’ dialectical thinking in teaching.Therefore,this study tries to develop the context materials in the curriculum standards,and then apply them to the teaching context,so as to achieve the purpose of promoting the development of students’ dialectical thinking.Firstly,a large number of relevant researches on situational teaching,situational teaching and dialectical thinking at home and abroad are sorted out,and it is found that there are few researches on situational teaching or situational materials and the cultivation of dialectical thinking.Therefore,on the basis of "situational cognition theory" and "materialist dialectics" theory,this study selects,classifies,statistics and summarizes the situational materials contained in the cultivation of dialectical thinking in the curriculum standards of high school chemistry,including "experimental","life","society","history" and "experience".For each type of situational materials,The dialectical thinking contained in it is analyzed.At the same time,the paper theoretically constructs the situation development process to promote the cultivation of students’ dialectical thinking.Dialectical thinking requires students to have a correct understanding,deep understanding and rational analysis of chemistry.This process includes three aspects: humanistic consideration,mechanism interpretation and rational reflection.It specifically includes:(1)humanistic consideration of the relationship between chemistry and human in the context materials;(2)Relevant subject knowledge in the context of mechanism interpretation;(3)Rational reflection on the dialectical thinking contained in the situation material.Then,according to the development process of situation materials to promote the development of dialectical thinking,representative materials are selected from the five types of situation materials,and five development cases are provided.It includes the measurement of acidity and alkalinity of different salt solutions(experimental),chlorine-containing disinfectants(domestic),ammonia leakage(social),history of REDOX reaction theory(historical),and comparison of three-state changes in water and energy changes in water decomposition process(empirical).Finally,the "chlorine leakage treatment"(social class)situation material is selected,and the classroom situation teaching of "chlorine gas" is designed.Based on this,a teaching practice was carried out in three classes of Grade One of a school in Jinan,Shandong Province.The method of interview was adopted to analyze the students in the three classes before and after teaching.According to the interview results,it was found that the students’ dialectical thinking has been effectively developed.