The Research On Embedded Teaching Design And Practice For Promoting The Understanding Of The Conceptual System Of Amount Of Substance

The first-grade students in high school are in the transformation of critical stage from junior middle school to high school. Chemistry in high school is more abstract and more complex than in junior middle school.Chemical theoretical knowledge and chemical concept have neither lively inquiry experiment nor the image of the specific research object. It is always a difficult point in teaching and learning. This is manifested as follows:students can recite the related concepts and theoretical basis adroitly, but do not know how to use them. When the students face the chemical problems, they don’t know how to explain them with chemical language accurately. When they face with a scene of the chemical problem, they cannot explain and solve it by using the existing knowledge. The teachers do not acquaint themselves with "understanding" in their teaching design and at the same time ignore the students’construction understanding to the original concept.This article is about understanding learning and the teaching situation of Amount of Substance by applying literature. Then design the amount of substance concept system of embedded teaching with the six dimensions of learning understanding and the seven principles to promote understanding learning teaching design based on the students’actual level. In the teaching practice we use this design for teaching, and demonstrate this kind of teaching design has an influence on the students’understanding to the concept system of Amount of Substance. It provides probable reference for the first-grade students to understand conceptual system of Amount of Substance and sums up the effective teaching methods for promoting the understanding of the concept of learning chemistry.Combined with the learning teaching design of understanding learning, I did teaching practice research and got the application situation from the case.The analysis results for the chemical discipline results with SPSS software shows that the chemical discipline result of the experimental classes of students is obviously superior than that in the comparative classes. And there is a significant difference between them. According to the interview, students have practiced their ability of analyzing and solving the real environment questions quite well after the understanding learning. The results of the study show that the embedded teaching design for promoting students’ understanding is practical and feasible in teaching practice. The conclusions are as follows:(1) The embedded points in the teaching design are reasonably distributed:The groundwork is laid for the main teaching concept system from many aspects, including helping students understand the particle view and master the meanings of chemical symbols. Combine the related knowledge with ex-concepts of Amount of Substance system, such as the aggregation and its unit number, the number of different physical meanings and units, relative atomic mass and quality, the composition of the solution and concentration. In learning methods, guide students to find suitable high school chemistry learning methods.(2) The effect on the students’ grades change is obvious after the embedded teaching design for understanding learning.(3) The embedded teaching design for understanding learning to the cultivation of comprehension of the abstract concept is effective.(4) The difficulty in the embedded teaching design for understanding learning is dispersed, thus the students can get a sense of achievement and their interests are aroused.(5) Following understanding learning, self-understanding and assessment have a significant influence on teaching.In the course of the research, teaching design is the base. But in the process of research, it is not allow to ignore the effect.A good atmosphere for research influences the students’ learning to some extent.At last, We proposed the future research prospects according to the reach on problem-solving teaching. Due to the limited theory and practiced experience of the researcher and the limited time of the research, the conclusions should be tested and perfected further.