Survey Of Situation Teaching In Junior High School Chemistry And Practical Research

Based on the theory and the implementation method of chemistry situation teaching in junior high school published by People's Education Press.That is to say,under the requirements of the new curriculum reform,the goal of chemistry education teaching has shifted from the single goal of knowledge and skills to the three aspects of the contents of process method,thinking and scientific literacy.In order to achieve the goal,the chemistry curriculum and teaching materials have been changed.Chemistry starts with basic textbooks in the eighth grade.The chemistry textbook is more in line with the reality of students' life,and has more contact with what students know about the production.A new knowledge system of chemistry has been formed by compiling the sequence of teaching materials from students' cognition and interest.Through reading a lot of literature,I found that under the guidance of the new curriculum standards,in the process of implementing the new teaching materials,the original intention of compiling the new curriculum standards was not well understood,which makes it also unable to fully understand the purpose of some exploratory experiments or small materials and activities in the new textbook.This study is based on the student-oriented purpose,with the aim to make it easier for teachers to attend classes and for students to better understand the new textbooks.At the same time,it also reflects on the inappropriate aspects of this study and gives reasonable suggestions,providing feasible strategies for the classroom teaching,which also plays a role in throwing away a brick in order to get a gem in the future research.This is what I hope the study can achieve.Junior high school chemistry is a new basic subject,which is the beginning of the chemical learning,and is also a key period to cultivate students' interest in learning.The situation teaching is an essential teaching form in junior high school chemistry teaching,and it is urgent to cultivate new and innovative talents in chemistry.The society also puts forward new goals for the education and teaching of chemistry in junior high school.In the new curriculum reform,it is also proposed to improve the innovation ability of students.In the aspect of subject quality,it is necessary to cultivate the subject quality of students.In the process of learning chemistry,the students' interest should be aroused through different teaching methods,and change the traditional education form of indoctrination,but also improving the hands-on practice of students,and improving the ability of innovation.In addition,the situation teaching can also be conducive to the combination of modern information-based teaching forms,which will also promote the development of the curriculum reform of chemistry basic education in the junior high school.This study defines the concept of chemistry situation teaching in junior high school by analyzing a large amount of literature.The feasibility study of situation teaching was carried out from four directions:experimental situation teaching,problem situation teaching,story situation teaching,and life situation teaching.Through the compilation and the investigation of the questionnaire of The current situation of chemistry situation teaching in junior high school in the teaching version of People's Education Press,learning about the current situation of chemistry situation teaching of junior high school teachers in Dongying area,and analyzing the reasons why the chemistry situation teaching in junior high school has not been fully carried out.Combined with the problems existing in the chemistry teaching process of junior high school,the following three aspects of significance were summarized:Firstly,seek and find out the methods or ways of situation teaching of experimental chemistry,providing feasible strategies and references for front-line teachers to implement more effective teaching;Secondly,the correlation between the situation and the factors in the teaching design was analyzed theoretically,so as to further enrich the theoretical research on chemistry situation teaching in junior high school.Thirdly,promoting the operability of the principles of situation teaching,and providing a useful reference for teachers to design and improve the effect of chemical teaching in junior high school.Through the practice of chemistry teaching,the performance and teachers'evaluation statistics of the classes with and without situation teaching were calculated.In the previous test,there was no significant difference in terms of students' scores and the evaluation of teachers between the two classes.However,after the implementation of situation chemistry teaching,the classes implemented situation chemistry teaching showed a significant increase in interest in chemistry learning,a higher evaluation of teachers,and a significant increase in chemistry scores.In the chemistry teaching of junior high school,the method of chemical situation teaching should be adopted to improve the interest and enthusiasm of chemistry learning,so as to cultivate more innovative and compound talents for the society,truly realizing the quality-oriented education.