| At present,the basic chemistry teaching in most provinces and cities in China uses two sections of junior high school and high school.The layout of most current chemistry textbooks is limited by the students' life experience,psychological development,and conditions such as academic hours,high school entrance examinations,and college entrance examinations,which make the focus of the junior high school chemistry textbooks different.Junior high school chemistry is mainly a simple understanding and understanding of chemistry subjects and basic chemical knowledge in the compulsory education stage.Starting from the actual life,starting from simple chemical experiments,students can understand that the object of chemical research is the composition,structure,nature and change of the material.Such laws,and have a certain understanding of some of the chemical principles.Although the compulsory part of high school chemistry is also a basic experiment and basic knowledge focusing on chemistry,it has a qualitative improvement in the depth of certain chemical principles,understanding of concepts,common inorganic metals and nonmetals,and the nature and changes of some organic compounds..Due to the lack of smoothness,incoherence in the knowledge of the chemistry of the junior high school,incoherence of students,the mastery of knowledge,and changes in the learning environment,many factors affect the learning psychology,teachers' teaching methods,and the arrangement of the teaching content.The students had a fear of chemistry learning and gradually lost interest in chemistry learning.Therefore,it is very important to integrate the teaching strategies of junior high school chemistry and high school compulsory chemistry teachers with the students' learning methods,and to play a very important role in the transitional learning of students in the middle and high school chemistry transition.In particular,it is necessary to fully understand and understand the contents of the teaching materials.Do a good job of teaching strategies.Through the reading of a large number of documents,there are a lot of studies on the convergence of chemistry teaching in the middle school and junior high school.However,the vast majority of them are from high school chemistry teaching and analysis.There are relatively few convergence strategies in junior high schools,and analysis and teaching of specific content convergence.Strategy research is also not enough.In this paper,after combining his own five-year middle school chemistry teaching work,combining the teaching of junior high school chemistry and high school compulsory chemistry content and the comparison of curriculum standards,the focus will be on the convergence of knowledge from the junior middle school teaching phase.This article uses the following research methods:literature method,investigation method,comparative research method,case study method,and experience summary method to conduct research and analysis.Mainly based on the case study method and experience summarization method,a comparative analysis of the content and course standards of the chemistry textbook for the junior high school of the People's Education Press was carried out,focusing on chemical reactions:metathesis reactions;examples of material changes and properties:Such as the metal and its compounds;the mystery of the composition of the key elements:such as the structure of the atom;gas in basic chemical experiments;basic chemical calculations and organic compounds,respectively,these six parts for case analysis and then based on experience summed up the teaching design.It is hoped that this will play a role in the teaching of the chemistry teaching of the junior high school of the People's Education Press.At the same time,it is hoped that relevant experts,scholars and high school chemistry teachers will jointly pay attention to the issue of chemistry textbooks and articulation teaching in junior high schools,which will benefit the improvement of students' academic performance. |
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