Construction Of The Concept Of Chemical Elements For The Junior Middle School Students In The Urban-rural Integration Area

The author after an investigation found that relatively small number of students can be promoted to high school continue to learn chemistry course, after graduating from middle school in the urban fringe area; students’ study interest are relatively low and lacking of enthusiasm for learning. Most students enter the secondary vocational and technical schools that do not offer the junior high school chemistry courses, which means that most students only have a short time of a year to learn chemistry courses. However, the curriculum goals of the new nine-year compulsory education demands students from chemical perspective to understand the nature, the society and the environment, after study chemistry courses; will use chemical means and methods to solve practical problems. Therefore, need to help students build concept element in the teaching process, to develop a look at things from the perspective of chemical habit. This paper return to the teaching materials, starting from the main way of students in the urban fringe areas obtain chemical knowledge, analysis the specific content of the view of the chemical elements in the junior high school chemistry courses; mining the reflect and construct systems of the element concept in specific chapters teaching knowledge; based on the actual situation of urban and rural areas, combined the teaching experience to put forward the targeted teaching methods to help students to build the concept of chemical elements:Grasp the development cognitive law of junior age students, use the proper way to stimulate student interest in learning chemistry regard; dispersion treatment the difficult textbook knowledge, progressive approach to teaching; guard the history of elements concept to infiltrate teaching process play its value; on the students’ prior life experience to creating teaching situation; full use of the experience activities for students in textbooks, eliminate the confusion and dry sense for students, appearing in the learning process; full use of the modern simulation teaching platform to build thinking map and expand student activities space.According the zone of proximal development theory of Vygotsky to design teaching chemistry textbook case PEP nine-year compulsory element of the third unit, applied the proposed teaching methods to construct the concept of element for students. Most students knew the concept of elements on the textbook by learn; can distinguish the elements and atoms quickly; will make use of the element symbols to presentation element; understanding the significance of the element symbols; will use the periodic table to find the information of specified element; can combing intellectual framework of the subject and draw mind maps, under the guidance of teachers; can treat and analysis things from the perspective of elemental. Achieve the goal of teaching combined with elements reach view and building, students learn in the next hop hop and enough pleasant state, to teaching requirements while achieving the transition and building of concepts, scientific literacy has been to some extent promotion.