Study On The Application Of Archetypes In The Teaching Of Chemical Theory Exercises In Senior High School

Curriculum reform has been carried out for more than a decade,experts,scholars,front-line teachers have been exploring the optimization of chemistry disciplines efficient teaching mode,on this basis,China's high school curriculum,teaching model and learning model have undergone great changes.Ordinary high school chemistry curriculum standard(draft)emphasizes students to construct the model independently to explain the chemical phenomenon,reveal the chemical essence and the law,make full use of the textbook knowledge to solve the chemical problem,digs the inherent logical relationship between knowledge,constructs the learning model,thus enhances the study effectiveness.The construction of the model learning method requires teachers to make full use of the teaching materials as the main way of knowledge transmission,construct the knowledge system with the textbook as the prototype,let the students find the prototype in the problem solving,so as to promote the solution of the problem.Not only in the process of solving the problem to build the prototype thinking,but also to enable students to fully demonstrate the process of thinking to help them build efficient problem-solving model.However,from the reality of teaching found that many teachers in the teaching of the neglect of the textbook examples and the importance of the problem,ignoring the construction of students to solve the problem,in the commentary exercises tend to give students the correct answer,ignoring the problem-solving ideas,Methods,steps to explain,and thus fail to teach through training methods,training thinking purposes.On the basis of fully reviewing the literature,analyzing the domestic and foreign research on the theoretical knowledge exercises,the prototype teaching research,based on the prototype category theory,constructing the learning theory,meaningful learning theory and migration theory as the main theory,under the guidance of the curriculum standard of high school chemistry,this paper puts forward the principle of "prototype construction",which is based on the "prototype construction" method,and puts forward the principle of "clarifying the principle of prototyping",establishing the prototyping goal,strengthening the prototype,and then combined with the characteristics of chemical theory knowledge,the paper analyzes the teaching model with the prototype to guide the guide,guide students to trace the source,to prototype construction as the center,sort out the student knowledge system,prototype application as the driving force to promote student problem solving Prototype evaluation as a reference,improve the role of students cognitive structure;Finally,the paper discusses the teaching strategy of this teaching model:select typical exercises,support the construction of prototypes;strengthen the problem representation,promote the construction of the prototype;encourage students to participate,deepen the application of the prototype;strengthen the exchange of feedback to promote the internalization of the prototype.Based on the above teaching model,we study the teaching model in the second middle school of Wu zhou City in the second high school(10)and high school(11).This paper applies the teaching model to the teaching of organic chemistry theory and knowledge in high school in 2007,and through the questionnaire survey method,interview method and chemical test result analysis,Data validation of the effectiveness of this teaching model.The results of the experimental study are as follows:The theoretical teaching model of the theoretical knowledge is effective and feasible.It has a significant positive effect on students 'chemical achievement and chemical problem solving ability.The students' theoretical knowledge system is more perfect and the interest in learning chemistry is improved,Help to change the way students learn,cultivate advanced thinking.Due to the limited time and sample of this study,the teaching practice and research ability of the research are not enough.Although the research has made some achievements,the teaching mode of this study needs to be further revised and perfected.The conclusion of the research needs further examination.