High School Organic Chemistry Teaching Research Based On Concept Construction

The key to the enhancement of China’s comprehensive national strength lies in the overall improvement of the national quality,which is based on education.With the smooth progress of the curriculum reform of basic education in China,the concept of middle school teaching is gradually shifting from the emphasis on knowledge to the process of knowledge acquisition,cultivating students’ emotional attitudes and values,which requires students pay attention to train the ability to learn for life while mastering specific knowledge to comprehensively improve scientific literacy.As an important part of basic education,the teaching effect of high school organic chemistry directly affects the formation of students’ comprehensive ability.The generality and guidance of basic concepts of chemistry can help students apply what they have learned to better analyze phenomena and solve problems with chemical thinking.In this study,the basic concepts of chemistry were integrated into the teaching practice of organic chemistry in senior high school,and the teaching effect was evaluated from different perspectives.This paper is mainly divided into four parts:The first part introduces the background and research significance of the topic,and clarifies the specific research content and methods.The second part defines the definition of "concept" and "basic concept of chemistry",analyzes the research status of relevant fields,and clarifies the research theoretical support.In the third part,combining with the characteristics of high school organic chemistry,the "concept construction" is integrated into the specific teaching design,and the specific teaching practice is carried out.The fourth part,based on the teaching practice,a conclusion is drew and the research process is reflected.Based on the characteristics of high school organic chemistry and the content of basic concepts of chemistry,the teaching design idea and teaching strategy of "concept construction" are penetrated into the specific teaching design on the basis of the analysis of the characteristics of students,and teaching practice is carried out.At the same time,the teaching effect is evaluated from different angles and levels,such as activity performance and paper-and-pencil test.Facts have proved that the teaching of "concept construction" is conducive to improving students’ interest in learning,enhancing theirinitiative in learning,promoting students’ understanding of knowledge,improving students’ experimental quality and enhancing students’ lifelong learning ability.