Research On The Application Of Chemistry History In High School Chemistry Teaching Under The View Of Core Competence

The history of chemistry is an important content of chemistry curriculumt.It is a important way to improve students' core competence of chemistry comprehensively.Based on the existing research in chemistry history teaching,the teaching value of chemistry history is recognized under the background of developing the student's chemistry core competence.After summarizing the existing research status of chemistry history teaching both in domestic and overseas,the task and significance of the research have been established,as well as the history of chemistry,the teaching of history of chemistry,core competence,chemistry core competence,the history of chemistry teaching and chemistry core competence.Relations and other related concepts are also well defined.In view of the shortage of chemistry history content in the teaching materials,based on the “Luke” edition textbooks,the history of chemistry in compulsory 1,compulsory 2,and chemical reaction principles is analyzed.The contents have five parts,including chapter,section,knowledge points,chemistry history material and its corresponding chemical core competence.On this basis,the application strategy of chemistry history in high school chemistry teaching is proposed,including two levels of ideological and action.The action aspects include the determination of the teaching target of chemistry history,the selection of materials for the history of chemistry,and the use of chemistry history materials.Guided by the proposed strategy,the "four-wire,one-loop" teaching idea for chemistry history in high school chemistry teaching is established.Based on this,we expand the scope of teaching in the history of chemistry and improve the teaching cases of existing history of chemistry.We select two cases of high-tech chemistry compulsory colloids and chemical reaction modules for industrial synthesis of ammonia and conduct systematic teaching.Case design,including teaching material analysis,situation analysis,teaching objectives,teaching philosophy,teaching law,teaching process,etc.Finally,the teaching cases of colloids are implemented in the classroom,and evaluations of classroom teaching effects are conducted from the perspectives of peer evaluation and S-T analysis.Among them,the results of evaluation of classroom teaching by peer teachers showed that 1.The teaching design of this class has a clear and difficult-to-consider level.In students' discussion,the teacher actively participates in the discussion.It is also believed that teachers should apply multimedia teaching methods effectively and appropriately according to the needs of the course.2.After teaching,the students have a clear understanding of the goals and difficulties about this lesson.In the classroom,teachers design the internalization and detection of knowledge.3.Classroom atmosphere becomes more harmonious.Teachers and students appreciate each other.Besides,students get positive experience from the classroom and they also become interested in chemistry learning.Teachers use chemistry history to infiltrate students' moral education.Students also realize that it is hard and rigorous to do scientific research.4.Teachers use scientific inquiry methods to train chemistry subjects.most teachers believe that this instructional design is unique,innovative,and effective due to its meticulous design.It focuses on the link between chemistry and society,life,production,and production practices.The evaluation results of the S-T analysis method for classroom teaching show that this classroom teaching is a dialogue type classroom and is conducive to the communication between teachers and students.