Research On The Practice Of Connecting Chemistry Teaching In Junior And Senior High School Based On 5E Teaching Model

The high school chemistry curriculum is a basic course that connects with the compulsory chemistry curriculum and further improves students’ core literacy in chemistry,and how to do a good job in teaching chemistry in junior and senior high schools is a hot issue of general concern in education.The “5E” teaching model based on constructivism theory can effectively guide students to construct and apply knowledge actively through the implementation of five teaching aspects: introduction,investigation,explanation,transfer and evaluation.The 5E teaching model has been widely used in chemistry and other disciplines,but no research has been conducted on the 5E teaching model for the bridging teaching of junior high and high school chemistry,so this paper takes this as an entry point,based on the constructivist learning theory,humanistic learning theory,Piaget’s cognitive development theory,the analysis of the bridging of junior high and high school chemistry curriculum standards,the analysis of the content of junior high and high school chemistry textbooks,and the design and practice of junior high and high school chemistry teaching based on the 5E teaching model.In this paper,we analyze the interface between junior and senior high school chemistry curriculum standards and the content of junior and senior high school chemistry textbooks based on the 5E teaching model.The survey was conducted with all the students in three Chinese classes in the first year of the internship school to understand the basic situation of the first-year students’ learning from six dimensions,namely,their enjoyment and interest in chemistry,their learning habits,their learning methods,their learning abilities,the effectiveness of current classroom teaching,and the reasons for their learning difficulties,and to interview five chemistry teachers in the first year of the internship school to understand the knowledge of the first-year chemistry teachers about the “5E teaching mode” and the “bridging teaching of junior and senior high school chemistry”.Based on the theoretical analysis and practical research of the bridging teaching of junior and senior high school chemistry,we analyzed and summarized the problems and causes of the problems in the bridging teaching of junior and senior high school chemistry from different perspectives of knowledge,students and teachers,and thus carried out the teaching design and proposed a teaching strategy of the bridging teaching of junior and senior high school chemistry based on the 5E teaching model,including:(1)focusing on the foundation of existing knowledge and experience,creating a context to mobilize learning interest;(2)Focusing on scientific inquiry and promoting positive changes in learning styles;(3)Guiding students in scientific interpretation and strengthening the sense of evidence-based reasoning;(4)Construct cognitive models and emphasize the application and transfer of knowledge;(5)Use diversified assessment methods to promote students’ literacy development.In order to test the effect of implementing the 5E teaching model for bridging junior and senior high school chemistry,we selected two classes with relatively similar levels in the internship school as the experimental and control classes,respectively,for teaching practice.From the results of the performance analysis,the mean scores of the experimental class were higher than those of the control class.An independent samples t-test of the post-test scores of the two classes using SPSS27.0 software showed that t = 2.382 and Sig = 0.02 < 0.05,indicating that there were significant differences between the experimental and control classes.The experimental class was then investigated by a questionnaire on the implementation effect of the 5E-based teaching model for bridging junior and senior high school chemistry.Practice has shown that the 5E teaching model based on the bridging teaching of junior and senior high school chemistry can help improve the learning effect of the two bridging teaching contents of “redox reactions” and “properties of sodium carbonate and sodium bicarbonate”.Therefore,this study can contribute to the solution of the bridging teaching problem to a certain extent,which is conducive to improving chemistry performance,enhancing students’ interest in learning chemistry,effectively promoting the transformation of students’ learning styles,developing their thinking in chemistry,and effectively helping students achieve a smooth transition between junior high and senior high school.This project is an in-depth reflection on the teaching of chemistry bridging between junior and senior high schools under the 5E teaching mode,in order to enrich the existing research on chemistry teaching bridging between junior and senior high schools,to promote the development of teachers’ professionalism,and to provide some reference for the current teaching practice of implementing the new curriculum teaching reform.