| In the "Chemistry Curriculum Standards for Senior High Schools(2017 edition,2020revision)" issued by the Ministry of Education in 2020,it is proposed that the fundamental task of basic education is to cultivate morality and cultivate people,develop quality education and enhance students’ core qualities.The core literacy of "macroscopic identification and microscopic analysis" requires the analysis of problems from the perspective of both macroscopic and microscopic.Therefore,the view of particles with molecules and atoms as the core is an important part of the basic concept of chemistry.The study of chemical micro knowledge is abstract to a certain extent,and there will always be obstacles in learning.For students,the micro world is abstract,so teachers need to mobilize all resources and lead students to intuitively feel the micro world by using micro models,animation and other tools,so as to give play to students’ imagination ability and drive the development of thinking.The vocabulary system of chemistry discipline constitutes a unique chemical symbol,which is the basis of communication and expression of chemistry discipline.Therefore,it is very necessary to form a way of thinking that can analyze and solve problems from the perspective of macro,micro and symbol representation.Therefore,the teaching design adopted in this study,combined with the content of "enthalpy change of chemical reaction",aims to develop students’ triple representation thinking,so as to carry out teaching practice research.Before the final determination of the research content,by referring to a large number of literatures,the research status of "triple representational thinking" and "enthalpy change of chemical reaction" at home and abroad was studied,the research purpose and significance of this research were determined,and a series of research methods were formulated to guide the educational research.In this paper,the enthalpy of chemical reaction is changed into the research content in the Optional Compulsory Course 1 of Su Education Edition,and the concept of triple representational thinking is defined.Constructivism learning theory and Gagne’s information processing theory are taken as the theoretical basis of this research.The following three teaching strategies are proposed: first,set up questions skillfully,create situations and stimulate learning interest;Second,inspire deep thinking and strengthen the training of the brain’s triple representational thinking;Thirdly,highlight the key points and strengthen the consciousness of triple representation.Based on the above theories,two classes of a senior two in Guigang,Guangxi were selected to carry out practical research.After the teaching,the students’ pre-test scores and interview texts were counted.Finally,SPSS 22.0 was used to conduct quantitative analysis on the pre-test scores of the two classes and qualitative analysis on the interview texts.From the Angle of qualitative and quantitative combination analysis of students after the author’s educational experiment,the development of students’ triple representational thinking,chemistry achievement.Finally,the research results show that the teaching process formulated and the teaching strategy adopted in this study can promote the development of students’ single representation,double representation and triple representation thinking to a certain extent.On the whole,the performance of students in the experimental class is stronger than that in the control class.According to the scoring rate and statistical results,students have significantly improved in the micro-representation and micro-symbolic representation,while there is no significant difference in other thinking development.Analysis of the reason,the educational practice time is limited,the theoretical practice level still needs to improve and improve the space.I hope that I can get better in the future teaching practice research,and constantly enrich my theoretical learning,in order to improve my teaching research. |
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