High School Chemistry Instrution Design And Practice Under The Macro-micro Perspective

"Macro-micro”is a cognitive perspective and concept of knowledge of matter and its changes through the interaction between macro and micro and it is a unique view of chemical science which describes substance and its changes.It can help students understand the relationships among the composition,structure,nature and changes of substance better,especially a more profound understanding of the chemical thought"the structure of substance decides nature of substance and nature of substance decides the uses of substance ".This paper analyzes and expounds the basic connotation and basic elements of the combination of " macro and micro",the principles of high school chemistry teaching design under the perspective of " macro-micro " and " the theme-based third-order and six-ring "teaching process under the guidance of certain theories.At the same time,according to the basic research ideas used in chemical research,this paper divides "macro-micro" perspective into"from macro to micro "perspective and"from micro to macro "perspective.Based on"the theme-based third-order and six-ring”teaching process,this paper designs the teaching process under two perspectives further in order to provide reference for the chemistry teaching of " macro-micro".This paper is divided into four parts:Part ?:Overview of the study.The research background,the purpose of the study,the research methods and the research ideas are summarized.This paper summarizes the research status of " macro-micro combination" both at home and abroad,and defines the core concepts of the text.Part ?:Theoretical Studies.This paper analyzes the basic connotation and basic elements of"macro-micro combination",the principles of high school chemistry teaching design under the perspective of " macro-micro" and the "the theme-based third-order and six-ring" teaching process in the perspective of macro-micro combination under the guidance of certain theories and literatures.Part ?:Teaching case instruction and practice.This paper chooses the typical teaching cases and uses the teaching processes of the "from the macro to the micro" perspective and the“from micro to the macro " perspective to design teaching cases.Finally,the case " Electrolyte and non-electrolyte" and the case " chlorine water content of the inquiry" are used in teaching practice and evaluate the teaching effectiveness to test the rationality of teaching process design.Part ?:Findings and Prospects.In this part,the conclusion of the research is summarized.The shortcomings of the research process are rethought.The future research direction of " macro and micro "is prospected.