Design And Research Of High School Chemistry Teaching Based On The Triple Representation

With the development of science and technology, the teaching of traditional cramming method has been unable to meet the need to foster technological innovation talents. Curriculum standards pointed out:"to guide students to understand the ’changes of the material world, form basic chemistry key concepts and scientific thinking. " Triple representation is unique thinking of chemistry, and the obstacle to learning chemical is students can not establish contact between the triple representation.Based on chemistry features and student’s triple representation level, we scientifically design a effective teaching model based on different representation order to solve the teaching problems; We have study the effectiveness of "chemical teaching model based on triple characterization" for a semester, to find the relation between triple representation and teaching effectiveness. This study aims to improve students of the triple representation level, promoting the efficiency of chemistry teaching.This study includes main three parts:the theory of triple representation, the construction of the middle school chemistry teaching model based on triple characterization, the practice research and analysis of triple characterization.Part for the construction of teaching model, basically have the following new opinions:(1)based on ’eight learning level’, combining with curriculum standard and triple characterization, learners’triple characterization levels can be divided into "bottom-up" three levels, as basic standard, comprehensive standard and college entrance standard, and designed a level diagnosis scale;(2)characterization of the macro, micro and symbolic representation connecting with different order, chemistry characteristics and learner’s level should be considered when select the order; (3) for students in basic level, in the study of element compounds, suitable for the structure of macro-micro-symbol characterization; for students in comprehensive or university entrance level, in the study of conceptsand principles, is suitable for the sequence of micro, symbolic, and macro representation. (4) scientific construction based on the order of macro-micro-symbolic teaching model or micro-symbolic-macro representation teaching model, has instructional meaning to the classroom teaching design.Practice part, mainly adopts the experimental study and measure statistic. After the test, we analysis the result between experimental and comparison class. Analysis includes the class average, excellence, pass, outstanding group score, moderate group score, poor group score, then we analysis T test.Conclusion:(1) teaching modes reduced the difficulty of the micro and symbolic (abstract, improve the medium and thinking ability of moderate and poor students (2) with the abundant element compounds of study, poor student due to the low level of triple characterization, are more difficult to macroscopic experimental phenomena, the microscopic reaction principle, chemical symbol three effective, lead to harder study; (3)Teaching mode effective exercise the student’s mental skills, improve the students’scientific literacy, laid life-long learning foundation. Therefore, triple characterization of high school chemistry is not empty talk, but with the actual teaching significance.Prospects:"the chemistry teaching design model design based on triple characterization" lacks deepeningand operability. In follow study, we will continue to improve the construction of the triple characterizationchemical teaching model, research the model and the strategy universally applicable to the whole high school.