An Study Of Chemistry Teaching Practice Based On The "Concept" Structure

The basic principle of science education aims at promoting the scientific qualities of students. Asan important part of science education, chemistry course in high school has responsibilities to improvestudents’ scientific literacy and promote all-round development of students and should be regarded as thestarting point and the final goal of education. Along with the new curriculum reform and the deepening ofnature of education and teaching practice, chemistry new curriculum standard in senior school has alreadypromoted students abilities and form basic concepts of chemistry discipline as one of the chemistryteaching basic value orientation and practice pursuit.While the basic concepts of students is at premise ofrealizing “concept construction” of teaching, so “concept construction” of teaching is an effective way topromote students’ scientific literacy and all-round development. The learning process is not only theaccumulation of knowledge; but more should take elevation of thinking ability as the ultimate goal. Thehigh school chemistry teaching must pursuit more instead of specific knowledge itself, from the memoryfact knowledge into the thinking fact and development concept, that is, to change the ideas fromknowledge-centered to the “concept construction-centered” of the teaching.According to the previous literature researches on “concept construction”, the study of “basicchemical concept” is conducted among a part of students and teachers of high school, after the analysis ofthe results of the survey, thus puts forward the necessities and feasibilities to promote “conceptsconstruction” of the teaching practice. This study takes NEW SENIOR CHENISTORY FOR CHINA,Optional STUDENTS Book4, published by People’s Press,“the chemical reaction principle” as theresearch starting point, based on the construction of the teaching concept, then the ideas on teaching andteaching practice are conducted. In this paper, the teaching material to “concepts” is the core to analyze,after analyzing it, the specific teaching strategies for concept construction is proposed, and take theChemical Reaction Rate and Chemical Balance in Chapter Two and the four big balances in Ions Balancein the Aqueous Solution in Chapter Three of Optional STUDENTS book4as examples, for “conceptconstruction” teaching, it aims to construct the students chemical equilibrium and improve students’ viewof analyzing and solving related chemical problem abilities. And around teaching process and the effect on teaching reflection, it aims to find the problems of the “concept construction” in the teaching practices.Finally, the effect of “concept construction” is evaluated from the two aspects both the performanceevaluation and tests teaching evaluation. From the evaluation results, it has realistic meaning andsignificance to develop “concept construction” in senior chemistry courses, but the teaching effect of“concept construction” is not very obvious in short-term. That is,“concept construction” for the teaching isa long-term and challenging work, it asks teachers to master and use relevant flexible strategies to promotethe “concept construction” of students.The creativity of this paper is reflected in two main aspects: first, according to teaching material,it puts forward specific strategies to promote students’ basic “concept construction” of chemistry,meanwhile, applying the reasonable teaching strategies for “concepts construction” to the teaching practice;second, it makes an evaluation on the effect of “concept construction” in teaching practice.