The Macro-perspective Unification And Micro-perspective Differences Of Education Function Of Middle School Chemistry Experiment

Chemistry is a subject based on experiment, and the experiment is one of the most basic characteristics of chemistry. With the deepening of the new curriculum reform, the concept of the new curriculum has taken root in the hearts of the people, chemical education has attached great importance to the teaching of chemical experiments, the research on the function of chemical experiment education has attracted more and more attention. "The ordinary high school chemistry curriculum standard (Experiment)" puts forward four suggestions of "highlighting the characteristics of chemistry, better playing the educational function of experiment", which requires high school chemistry teachers to strengthen mining chemical experimental education function of consciousness in daily teaching practice, to practice the development of chemical experimental education function, to reflect how to optimally play the educational function of chemistry experiment on the current teaching conditions. At present, The study of chemical experimental education function is mostly implemented in the specific experiment or a certain kind of function, lacks of systematic research, and few people selectively develop the educational function of chemistry experiment according to the teaching practice, objective. In view of this situation, on the basis of the study of different editions of chemistry textbook experiment teaching content, with the breakthrough point of differences in the function of the experimental education, this paper divide the chemical experimental education into macroscopic and microscopic function. On the basis of deepening the understanding of the chemical experimental education function theory, focus on the analysis of the chemical experimental education function of microscopic differences. The purpose is to better achieve optimization of the chemical experimental education function, the more effective service to the all-round development of students.Based on the relevant literature, the chemical experimental education function is divided into macro and micro level. Macroscopic aspect, as a part of scientific experiment, chemistry experiment must inherit the "epistemological function", "methodology function" and "teaching theory" function of scientific experiment"; and chemistry experiment as a part of the education, combining with the reality of new curriculum reform, the function of macro education is mainly embodied in "learn the knowledge, train the skill", "experience process, erlebnis method", "promote the emotion, develop the attitude, form the scientific value "three aspects. The purpose is to reach the three-dimensional targets of chemistry teaching. Microscopically, through the analysis of the experimental contents in the current three edition of the senior high school chemistry textbook, relying on the case analysis of the micro differences of the function of the education of chemistry experiment from different angles, and discusses from three aspects:In the aspect of Experimental subjects, emphasis on chemical experiments of improving knowledge structure, reinforcing chemistry knowledge and enhancing reflection ability of teachers. In the aspect of textbook, analyze the microcosmic differences of experimental education function that are caused by different modules, experimental system selection, experimental content, experimental columns and units (subject/chapter). In the aspect of means, points out that the micro differences in the function of experimental education caused by the application of computer aided experimental teaching (CAI) and hand held technology experiment. These differences in experimental education is basic on macro-perspective unification, which means teachers should accord to the teaching practice, actively carry out the design differences of the micro function under the guidance of the macroscopic unification of the chemistry experiment education.Based on the previous research, education process optimization theory and multiple intelligence theory. Guided by the macro and micro functions of chemical experiments, take "suit our measures to different conditions in terms of locality and time","teaching students according to their aptitude", "be good at finding the strong points and compensating insufficient of students" as principle of development to design two experiments. Case one "The catalytic action of catalase on hydrogen peroxide" is a development of the experiment of "Decomposition of hydrogen peroxide in the preparation of oxygen" of grade nine. Aimed at through the small family experiment maintaining student motivation, establish the consciousness of chemical is closely linked with life, improving the knowledge of catalyst, learning the quantitative and comparative research methods, enhancing the emotional communication between family members. The experiment is strongly hands-on, experimental mater cheap and easy to get, play a more comprehensive function to students that in the stage of chemical enlightenment education. Case two, "Continuous gas properties inspection" experiment is aimed at the review class to develop. Take "The preparation and properties of chlorine" of grade one as an example, to play the function of the experiment in the review class. Traditional review lessons always try to show the most comprehensive knowledge system to students in the shortest period of time. Because of time-consuming, chemical experiments are often excluded outside the review class, and the review of experiments always are replaced by "blackboard+chalk" or multimedia courseware. In order to play a important role in the review class, the continuous experimental apparatus must be designed to integrated experimental.Through the research, hoped to provide reference for middle school chemistry teachers in experimental teaching. Establish consciousness of taking the teaching practice as the starting point to play a suitable educational function for students' practical development. And through the optimization of the educational function to promote the all-round development of students.However, this study is still in the static analysis stage and lack of test in the classroom teaching, the micro differences in the function of the chemical experimental education needs more support for the dynamic study of classroom teaching.