Research And Practice Of Chemistry Teaching Strategy In Junior Middle School Under The Concept Of STSE Education

STSE(Science,Technology,Society and Environment)is an educational concept that organically combines classroom teaching with science,technology,society and environment..Students can scientifically apply chemical knowledge in corresponding situations and form correct values.In April 2022,the newly promulgated Chemistry Curriculum Standard for Compulsory Education(2022 Edition)put forward clear requirements for students’ chemistry learning,social participation and ideas,which is highly consistent with STSE’s educational philosophy.Therefore,this study aims to promote students to understand the importance of discipline development,technological progress and environmental protection to social development by combining STSE educational concept with appropriate teaching strategies,and improve students’ ability to apply knowledge and make correct decisions in the face of problems.The research contents of this paper are as follows: Firstly,the teaching contents related to STSE in the compulsory education chemistry textbook published by People’s Education Press are classified and counted,and their presentation methods and characteristics are analyzed.On this basis,aiming at the four links of teaching,this paper puts forward the teaching strategy under the STSE educational concept,and realizes the one-to-one correspondence among teaching links,STSE concepts and teaching strategies.Secondly,three teaching cases are selected from the first volume of compulsory education chemistry textbook published by People’s Education Press for teaching design,and the teaching practice is carried out in an ordinary class of junior middle school in an internship unit..Three stage examinations were carried out in the class,and a comparison experiment was carried out in terms of time.Finally,in view of the experience,harvest and teaching suggestions of this practice,the teachers and students were interviewed after the teaching practice.Through the analysis of the results of the stage test and interview survey,the quantitative and qualitative evaluation method was used to test the teaching effect from the two aspects of learning achievement and emotional experience,and the research conclusion was drawn based on this.This practice shows that students have made significant progress in chemistry.After three times of practice,the average grade of the class increased by 2.6 points,and the passing rate increased by 4.9%.It can be seen that the progress of underachievers is more obvious;In addition,the majority of students in the class are gradually improving their STSE awareness and ability,students show great interest in scientific inquiry and group activities,and their learning motivation is increasing.At the same time,teachers also reflect on the limitations of traditional teaching methods,and realize the necessity of applying STSE education concepts and new teaching strategies.Through this practice,we can draw a conclusion: teaching should be good at excavating the contents of teaching materials,paying attention to life,connecting with society and paying attention to the application of teaching strategies.I hope this teaching research can inspire chemistry teachers to constantly update their teaching methods,realize the promotion and development of their own specialization,and provide some inspiration and reference for more education researchers in the future.