Construction And Practice Research On The Teaching Model Of Triple Representation In Senior High School Chemistry

The new era requires basic education not only to embody the basic but also to embody the development and The Times.The core concept of the new curriculum reform--“people-oriented”,emphasizing the main status and role of students,all for the all-round development of students.The latest version of chemistry curriculum standard puts forward the basic idea of “developing students’ core quality of chemistry subject” and “advocating ‘quality-oriented’ teaching”.All these require the chemistry teacher to take the chemistry knowledge as the carrier,cultivates the student the essential character and the key ability to adapt the future social life and realizes the lifelong development.Triple representation is chemistry discipline characteristic way of thinking.Cultivating students’ triple representational ability in the high school chemistry teaching,causes students to understand and construct chemical knowledge with the method of combining macro-micro-symbol,to solve chemical problems,to see the essence through the phenomena when dealing with practical problems,to promote the formation and development of students’ chemistry core accomplishment.So how to train students’ triple representational ability? Through literature review,the author finds that most of the existing researches on triple representation focus on the concept and formation of triple representation,triple representation teaching design and triple representation teaching strategy.These studies are in-depth,and have provided some reference for front-line teachers.But triple representational ability can not be formed by a few instructional design fragments.Under the guidance of a certain teaching mode,teaching content and teaching activity process are designed by teacher,and then combining with the specific case,teacher and students deduct reasoning process of triple representation to enable students to internalize the triple representation into their own ability.In other words,in order to implement the triple representation teaching theory into the cultivation of students’ triple representation ability,the corresponding teaching mode is needed as the transition and connection.Therefore,under the guidance of the triple representation theory of chemistry and the beneficial enlightenment of the constructivism theory,the theory of representation and the theory of multiple intelligences,the author constructs the triple representation teaching model to systematically cultivate students’ triple representation ability and thinking,to promote students’ understanding and construction of chemical knowledge.And he analyzes the characteristics of the model: emphasizing on the students’ initiative and participation,emphasizing on the diversity of the teachers’ teaching means and design,paying attention to the three-dimensional and depth of knowledge,focusing on incremental and pluralistic capability improvements.In addition,the teaching structure of the teaching mode is also determined,including students,teachers and teaching contents.It emphasizes the subject status of students in the classroom,makes full use of the original cognition of students,pays attention to the leading role of teachers,timely and appropriate guidance,and improves the rationality and efficiency of teaching content organization and presentation.The teaching strategies of this model are discussed,including the further deepening and improvement of teachers’ own triple representational thinking ability,the cultivation of students’ metacognitive ability and triple representational consciousness,and the flexible application of teachers’ experiment and multimedia visualization teaching methods.The teaching process of this teaching mode is determined,that is,for certain teaching contents,teaching is carried out according to the procedures of “situation creation→macro knowledge→micro analysis→symbol expression→reflection and discussion” or “micro theoretical deduction→prediction macro experimental test→symbol summary and induction→reflection and discussion”.In order to test the feasibility and effectiveness of the constructed triple representational teaching model,the author selected the class(5)of senior high school in Kai Feng as the experimental class and the class(6)of senior high school as the comparative class for comparative practice research.In the experimental class,the author applied the teaching mode of triple representation to carry out the teaching practice of basic concepts and knowledge of elements and compounds in compulsory course 1 of human education edition,and combined with the practice,analyzed the application of the teaching mode of triple representation.At the end of the practice,questionnaires,individual interviews with students,final scores and other empirical data were collected for statistical analysis,so as to evaluate the feasibility and effectiveness of the triple characterization teaching model.After a semester of experimental research,the following main conclusions are obtained.Firstly,the teaching model can cultivate students’ triple representational ability,which is conducive to the formation of students’ core literacy.Secondly,the teaching model can promote the formation of students’ triple representation consciousness and improve the purpose and method of students’ learning.Thirdly,the teaching model of triple representation is helpful to the improvement of students’ chemistry learning.Finally,the author makes a reflection and outlook on the research.The teaching model constructed in this study has a solid theoretical foundation and is operable and effective in practical application.However,the theoretical construction of the triple representation teaching model still needs to be further improved,and the applicability of the triple representation teaching model in other knowledge modules of high school chemistry still needs to be further studied.In the following teaching work,we will continue to improve the triple representational teaching mode and explore more optimized teaching strategies and procedures,so as to improve the applicability,operability and effectiveness of the triple representational teaching mode in the whole chemistry teaching of senior high school.