Teaching Strategies And Practical Research On Improving Students' Participation In Chemistry Experiment Teaching In Grade One Of High School

Chemical experiments are not only the standard of testing the truth of chemical science knowledge,but also the basis for the formation and development of chemical science.Students' participation in the teaching of chemical experiments directly affect the effectiveness of experimental teaching and the students' level of knowledge.High chemistry experiment is the basis for students to further study chemistry and cultivate skills.It is the basic way to experience process and experience method.It is also the key to develop students' interest and scientific attitude.Based on this,the paper puts forward the teaching strategies and practical research to improve students' participation in chemistry teaching of high school,and validates and explores the promotional effect of improving students' participation in chemistry experiment teaching.This study first determines the three dimensions of student participation,namely,emotional participation,behavior participation and cognitive participation,according to interests of learning chemistry and research status of students' participation.The study determines research issue of improving students' participation,based on the study of teachers' behavior,students' activity and experimental content.Secondly,by the way of questionnaire survey and interviews,we know about some high school students' participation in the chemical experiment teaching in some Grade One in Harbin City.The survey shows that there exists space for improvement in the three participatory dimensions of students in the study of chemistry experiment.The main factors that affect students' participation are teacher teaching and behavior.Then,according to the theoretical guidance ofchemistry experiment teaching in high school,the teaching strategy and the implementation plan are formulated from four aspects: experimental teaching design,method,content and evaluation.Fourthly,according to the method of action research,the teaching class is divided into experimental class and control class as the plan,and the teaching practice data are collected by means of questionnaire,classroom observation,classroom record and arrangement operation.By analyzing the specific case,Implementation and effects are described.Finally,the questionnaire data and student achievement are analyzed and processed statistically,and the effect of teaching practice is evaluated,which reveals the development relationship and regularity of students' participation in various dimensions.The results show that the guidance and context creation of the educators before and after the experiment and the student-led “cooperation-exploring”teaching model can directly affect the participation of emotion,cognition,and behavior.The design and improvement of the experimental content and the instrument can offer much space to develop.An improvement of participatory dimension can lead other dimensions to form a virtuous circle.The promotion of students 'participation can stimulate students' interest in chemistry learning,and improve the quality of chemical experiment teaching,so learning ability and knowledge level has been improved.