Practical Research On The Three Line Teaching Mode For Carbon Dioxide In The Junior Middle School Chemistry

Chemical history is a recorder of chemistry from nothing to something,development step by step.In educational field,teachers teach students the chemical knowledge,introduce the history of scientists to study chemistry,then students learn chemical knowledge involved in many macroscopic and microscopic phenomena,know scientific approaches to solve a lot of problems in reality,understand scientific spirits,promote their inquiry ability.But the chemical teaching in middle school in now,there are a lots of problems,for example,only pay attention to knowledge transference rather than ability training,only to knowledge memory rather than to understand and master knowledge.Students do not understand the cause and effect of knowledge,teachers lack the effective teaching strategies and method of the chemical history knowledge integrated into actual classroom teaching,not effectively playing its educational functions to motivate students' interest,train students' operational ability,innovative spirit,etc.During the current basic education and teaching reform,it asks teachers to change single teaching mode of imparting knowledge,encourages students to master right scientific method during the process of accepting knowledge,to provide more chances to test and experience of scientific discovery,fully playing the functions of chemical history in chemical education.“Three-lines” teaching mode is to regard the historical discovery as the basis,motivating students' interests to learn chemistry by “history line”teaching and understanding the developing process of learned knowledge;by“inquiry line” teaching,it helps students to re-perform the process of scientists to discover chemical knowledge,master scientific way to discover chemistry,promote the ability of chemical exploration and experience the hardship of chemical discovery;by “knowledge line” teaching,it helpsstudents to exactly understand the connotation of learned chemical knowledge and principle.During the detailed teaching practice,the education experimental approach was used to ask students to propose their own opinions and carry out tests by designing experiment.On the basis of experiment study,they can learn relevant knowledge.In order to test teaching mode effects,a teaching contents about carbon dioxide in middle school chemistry Text(YueJiao edition)and two parallel classes of Class 4 and Class 12 of Grade Three in No.2 Middle School in Erenhot City were chosen,as the study objects,and as experiment and comparison class,respectively,in which the experiment class the comparison class adopted “three-way” teaching mode and traditional method,respectively.To inspect the teaching effects,the study methods were used by pre-test,post-test,SPSS educational statistics test,etc.It founds that the average performances of students in experiment class and comparative class after experiment are 30.3 and 21.7,respectively.After the T test,There is significant difference of two classes' performances,that of experiment class being higher than that of comparison class.Adopting“three-way” teaching mode could improve students' understanding and mastering level of learned chemical knowledge and principle,understanding the developing process of learned knowledge,mastering scientific method of chemical exploration,cultivating scientific spirit and promoting experiment studying ability.