Research On The Application Of Hand Held Technology In Junior High School Chemistry Experiment Teaching

Chemistry is one of the natural sciences and based on the experiments. However, the abstract principle and professional concepts are always difficult in the chemistry learning process. Besides, the chemical reaction is so complicated and mirco-phenomenon is so hard to observe that the chemistry learning is highly-demanding to the students, especially under the circumstance of the traditional experiment teaching. In the chemistry teaching of the compulsory education, the new curriculum standard encourages the experiment teaching innovation and contends that the schools with better condition should proactively improve and innovate the lecture experiments and student experiments, and strive for bringing the students to the advanced experimental facilities and make efforts to make experimental conditions and measures better. This study introduces the held technology to the chemistry experiment teaching of the junior high school. The modern education resources can highly optimize the traditional teaching by the modern education technologies. It cannot only broaden the students’ view and have their interests, but also help students with their knowledge, provide the basic requirement for the research experiment teaching and further modernize the chemistry experiment teaching in middle school.This paper mainly adopts the documentary study, questionnaire survey and educational experiments. Two classes of students in grade three from Tianjin No.21 Middle School in Heping District are chosen as the subjects for the research and are divided into experimental class and control class. The experimental class is introduced to the held technologies and the control class remains using the traditional experiment facilities. The data from four dimensions including exam results, learning interests, experiment research abilities and mega cognition are collected and analyzed. The data analysis result suggests that the held technology in chemistry experiment teaching can greatly improve the students’learning interests, experiment research abilities and mega cognition. The significant differences of exam scores are not observed between experimental and control classes.