Study On The Teaching Stategy And Practice Of Chemical Phraseology In Junior High School

Chemistry is a based on the experiment and have their own professional language(chemical phraseology) discipline, chemical phraseology concise, generality and abstraction, etc. In middle school chemistry learning phase, chemica l phraseology is not only an important learning content, developing students one of the important form of abstract thinking. Chemical phraseology is closely related with the middle school chemistry learning, can say, without chemical terms, there is no chemistry learning, so students grasp the extent of the chemistry expressions directly affect the chemistry learning results.This study used literature method combing the chemical phraseology teaching and learning of related literature, by the method of questionnaire investigation and interview, at the middle school teachers and students of urumqi about chemical phraseology teaching and learning. By students of the school grade class two, grade in chemical related language simple test, test results: nearly half of the students in all grades two classes didn’t pass the exam, it shows that junior high school students study chemical phraseology is indeed difficult, is a student and understand the meaning of the chemical phraseology is relatively shallow, the second is about chemical language reading, writing, with a master degree is low. Through interviews and internship class teacher problems also exist in the teaching of chemistry expressions, one is for chemical phraseology reading, writing, teaching seriously enough; 2 it is to the chemical language teaching lacks criterion; Three is about the c chemical phraseology teaching method is single.Based on the above problems, this study proposed the chemical phraseology teaching three strategies: 1.The combination of "macro- micro- operator" teaching strategy; 2. "gaming" teaching strategy; 3. "read, write, use" combination of teaching strategies. The "macro- micro- operator" combining teaching strategy mainly is to let students a more comprehensive grasp of meaning expressed by the chemistry expressions; "Gaming" teaching strategy is to improve students’ interest in boring chemical phraseology learning; "Reading, writing, combining with" teaching strategy mainly is to let students learn chemistry expressions more standardized.Will eventually the three teaching strategies applied to the practice of teaching, through contrast experiment teaching, undertake to the student, after experimental classes of excellence rate increased from 29% to 38%, that in comparative cla sses of excellence rate increased from 35% to 37%, it can be seen that the experimental class student’s result has increased significantly, to illustrate the three teaching strategies can help students to learn chemistry expressions better.