Study On Teaching Strategies Of Chemical Element Compounds In Senior High School

With the gradual progress of the basic education curriculum reform,the country puts forward new requirements for the science education of middle school students.Adjustments have been made to the past education modes that overemphasize the exam scores,and more and more education reforms have focused on improving students' literacy and ability.The knowledge of elemental compounds not only occupies a large proportion in the entire high school chemistry,but also is the core of chemical knowledge.It is the basic knowledge of chemistry science,and it is also the indemnification of follow-up learning the related chemistry theories.At the same time,the knowledge of elemental compound itself has a very high educational value.It carries the rich educational concepts and is a good carrier for cultivating students' core qualities.Therefore,it has very important significance for the teachers to fully develop and study the knowledge of elemental compounds.In response to the country's educational reforms,this study investigated the teaching of knowledge of element compounds in high school chemistry that carries important educational value.This study defines the scope and gives a detailed classification and elaboration of the knowledge of elemental compounds in high school chemistry.The characteristics of knowledge of elemental compounds in high school chemistry are the complexity of knowledge and the lack of regularity,which are the focus of teacher education and the difficulty of student learning.In order to help teachers improve teaching effectiveness and help students improve their learning efficiency,the author did a research on the teaching strategies of high school chemical element compounds.In this study,the relevant literature on the teaching research of element compounds in high schools were consulted,and the research status of elemental compounds was analyzed.A survey questionnaire on the teaching status of elementary compounds for live teaching was designed.The teaching status of high school chemistry teachers on the knowledge of elemental compounds has been investigated.Through the analysis of the current states of studying and teaching,a deep understanding of the teaching of elemental compound knowledge has been obtained.Based on this research,we fully explored the teaching value and the educational philosophy carried by the knowledge of elemental compounds,and put forward the teaching strategies of “Focusing on Social Development,Emphasis on the Situational Teaching”,“Integration into the History of Chemistry”,“Strategies for Using Knowledge Structure Diagrams”,“Utilize Visual Aids Fully” and “Emphasizing Experimental Teaching”.After proposing corresponding elemental teaching strategies,case analysis was conducted for each teaching strategy.The teaching strategies of related knowledge points for elemental compounds were discussed,and a representative teaching case was used to analyze the teaching effect achieved by relevant teaching strategies.Based on the full study of "phenol" textbook and curriculum standards,the pedagogical value of phenol is emphatically analyzed,and the reasons for selecting this lesson as the example of the teaching strategy for elemental compounds were elaborated.Finally,the teaching design of "phenol" was made based on the teaching strategies of elemental compounds proposed by this study.The teaching strategy proposed in this study is based on the dual perspectives of research status and teaching status.It has both the basis of teaching theory and the guidance of live teaching.The obtained teaching strategy has a certain practical significance,meanwhile,has a certain reference significance for live teaching.