Research On The Practice Of Structured Chemistry Teaching In Senior High School

With the implementation of the new curriculum reform and the implementation of the new curriculum standard,the middle school chemistry teaching needs to realize the transformation from knowledge classroom to literacy classroom.From the direction of classroom structure,chemistry structured teaching promotes the development of students’ core literacy through the interaction between teachers and students’ active subjects,teaching rules and teaching resources objects.This study conducted a practical research on the structured teaching of chemistry in senior high schools.Firstly,through literature review,the research status of structured teaching,structured teaching of chemistry and "periodic law of material structure elements" were analyzed,and the design principles,operating procedures and implementation strategies of structured teaching of chemistry were summarized.Secondly,based on the social structure theory and Bruner’s discipline structure theory,the thesis takes "periodic law of material structure elements" as the teaching research content,and carries out the structural teaching design of chemistry.Again,the practice research is carried out on the chemical structured teaching design of "periodic law of material structure elements".In the practice process,the current situation of chemical structured teaching is observed and analyzed in the classroom from the aspects of teachers and students’ initiative,teaching rules and teaching resources.Finally,the cognitive structure level Test Volume of "Periodic Law of Material Structure Elements" is used to evaluate the implementation effect of structured chemistry teaching in middle school.The practical research shows that the application of structured chemistry teaching in teaching practice can effectively promote the development of students’ cognitive structure.Before the implementation of structured chemistry teaching,students’ understanding of the core knowledge of atomic structure,elements,molecules and matter is basically at the level of single point structure,while the level of multi-point structure,correlation structure and abstract extension structure is poor.Through practical research,most students are able to structure core knowledge such as "atomic structure","properties of elements" and "periodic law of elements",and basically form a "positional structure-property" cognitive model.To some extent,they can use the periodic law of elements and the periodic table to predict the properties of elements,material properties and material uses.The cognitive structure level of most students is improved to the level of multi-point structure and correlation structure,and some students are improved to the level of abstract extension structure.The practical research shows that there are still some problems in the practice of structured teaching of chemistry.First,the initiative of teachers and students is not fully played;Second,the interaction between teachers and students is relatively good,but the interaction between students is poor;Thirdly,the exploration experiment is not enough,and the teaching resources are not enough.Therefore,the following suggestions are proposed: 1.Teachers should pay attention to the generation process of students’ knowledge,give students sufficient time to think in class,strengthen students’ initiative to play,so that students can effectively participate in the process of knowledge generation and exploration;2.In structured chemistry teaching,teachers should strengthen the establishment of "learning community" and strengthen the cooperative learning among students;3.Teachers should design and implement the training to strengthen students’ inquiry experiments,and effectively use the structured teaching strategies of chemistry;4.Teachers should pay attention to the implementation of the integration of "teaching,learning and evaluation" and strengthen the process evaluation to promote the development of students’ literacy.