Effect Research On Application And Practice Of "Four-Line" Teaching Mode In High School Chemistry Teaching

New curriculum reform requires to improve contemporary students' scientific literacy comprehensively.About this point,the cultivation of students' emotion and values as well as other aspects more needs to be realized by the chemical history education.History of chemistry records the process from the initial discovery of chemistry discipline to its gradual development in details,which shows the countless scientists' quality of perseverance and their spirit of selfless dedication,and it also contains a large quantity of chemical knowledge and principles.At the same time,History of Chemistry plays an irreplaceable role in the cultivation of students' ability to explore.For new students of senior high schools,their thought is relatively active and learning enthusiasm is very strong.However,their experiment exploration ability is still not fully formed.Through research on relevant educational theory and practice of chemical history in recent years,we find that "three-line" teaching mode conforms to the requirement of the current high school chemistry teaching.Through the three lines of teaching,"historical line","exploration line","knowledge line".The development of learning process were understood by students,the scientific method was mastered,the correct learning attitudes and the emotional values were built up.The principles of knowledge were mastered.But there are also following problems: lacking the link of students' autonomous inquiry experiment design,lacking of teaching principles and methods and lack of the connection between knowledge and actual production and life.Reading literature,statistical analysis and experimental teaching were used in this research,the four-line type teaching mode was designed.With "history line" as the main line,exploration atmosphere can be created,guide students to go with the footsteps of predecessors to simulate and playback or design independent inquiry.With the advancement of "exploration line",students are able to master the chemical knowledge and principle of it,so that the "knowledge line" teaching can be completed.At last,pay attention to cultivate the ability to use chemical knowledge in practice and finally reach the ultimate goal of "application line".The acquisition of a certain practical ability and chemical knowledge reserve also can promote the development and improvement of students' ability to explore.By combining four theories including constructivism,zone of proximal development,humanism and paradigm teaching,this research analyzes the implementation of the high school chemical history education and summarizes its function of mobilizing students' enthusiasm of chemistry learning and the independent construction of knowledge,etc.It makes standard on principles of the chemical history teaching,including scientific,comprehensive,explorative,appropriateness,applicability and educational principles.In accordance with the "four-line" concept,combining multimedia,three teaching cases,including " sodium(Na)"," chlorine – an element concentrated in the seawater" and "ammonia" with the selection of chemistry teaching materials of high schools published by People's Education Press were designed.In order to test the effect of "four-line" teaching mode,students of two parallel class in Wu Hai No.1Senior School were selected for educational experiment.Practical result shows that,after educational experiment,the chemical average score of students in experimental class and comparative class is 34.95 and 30.74,respectively,the score of student in experimental class is 4.21 higher than that in comparative class.The result also confirmed this conclusion by independent sample T test.By further analysis for the exam result,students' scores of knowledge,exploration and applied questions for student in experiment class are significantly higher than that in comparative class.This result shows that "Four-line" teaching mode can improve the students' ability of exploration and application.It is helpful to theunderstanding of knowledge and can enhance the effect of high school chemistry teaching.