Research On The Improvement Of Instructional Design Of Chemistry Review Course For Ninth Grade Based On Triplet Representation Theory

By analyzing the goal requirements of cultivating students’ core literacy in the Chemistry Curriculum Standard for Compulsory Education(2022 Edition),it is found that the triplet representation thinking is clearly embodied in the chemistry teaching of compulsory education.However,in practice,it is found that many students have the difficulty of triplet representation,and teachers only emphasize students’ memory knowledge repeatedly in class to solve this problem.This method can not help students establish the thinking of triplet representation in chemistry.In order to fundamentally help students solve the difficulties of macro-micro-symbol connection and representation,it is urgent for teachers to understand and use the triple representation theory to carry out relevant teaching design and implementation.In view of this,according to the triplet representation theory,this study divided junior middle school students’ chemical triple representation ability levels,and based on the above-mentioned levels,self-made questionnaires,developed a tool for measuring the chemical triplet representation ability through Rasch model analysis,and explored the triplet representation ability level of class 1,Grade 9,a township middle school in Baiyin City,and found that most students could only stop at the macro-micro double representation level.On this basis,based on the triple representation theory and the ADDIE model of teaching design,the author designs the unit teaching of review course.Finally,Ebbutt’s action research model was used for reference to improve teaching.After each class,classroom observation and physical research were used to evaluate,reflect and improve teaching.After the implementation of the unit teaching design,the overall teaching effect was evaluated by using the survey method.After three rounds of implementation and improvement,a unit teaching design with clearer triplet representation was formed.Through the development of this study,the following conclusions can be drawn at first: First,the overall quality of the tool for measuring junior high school students’ triple representation ability level based on Rasch model is good,which can detect junior high school students’ triple representation level;Secondly,it is an effective way to improve the teaching situation to carry out the research on improving the teaching design of review unit based on triple representation.Multiple rounds of evaluation and reflection on the teaching process combined with the real situation can help students form triple representation thinking.Thirdly,through the analysis of data and objects,it is concluded that the overall effect of the teaching design of chemistry review course in grade three based on triple representation is good,and it is found that students can make clear the macro and micro angles,and understand the substance and its changes based on the corresponding angles.Secondly,this study also gets the following enlightenment:in order to overcome the difficulty of abstract micro-world,teachers can use macro-experimental phenomena as evidence to support the analysis of micro-conclusions when designing teaching;When helping students to establish triple representation thinking,we can start with the materials that students are familiar with,or we can use concept maps to present the concepts in different representation fields and show the relationship between triple representations.Finally,after three rounds of teaching implementation and improvement,the teaching design case of review lesson unit based on triplet representation is more closely linked in logic,less difficult to learn and clearer in triple representation,which can provide reference and enlightenment for other front-line teachers.