| This topic compares the current contents of the chemical history of the current high school chemistry textbook and the mainstream chemistry textbook "Chemistry:Concepts and Applications",and is guided by "constructivist theory" and "recent development zone theory".Luke Edition] Compulsory 2 "Using Chemical Reactions----Chemical Reactions Provide Energy for Humans" to develop teaching cases and conduct practical research on this basis.At present,the new high school chemistry textbook has not yet been issued.The new curriculum standard is used to analyze the original textbook content,which plays a role in promoting the understanding of the relationship between the curriculum standard and the teaching material during the transition period,and lays the foundation for the subsequent use of the two.This thesis is divided into the following parts: 1.Introduction,which is the background of the topic,summarizes the relevant literature content,and determines the problems,meanings and methods of the research.2.The theoretical basis of this research explains the scientific connotation of relevant theoretical basic education theories and the suggestions for the role of each theory in this teaching design.3.Based on the high school chemistry curriculum standards,the [Lu Ke Edition] high school chemistry textbook and the US mainstream chemistry textbook "Chemistry:Concepts and Applications" are compared and analyzed,and combined with the current educational reform background to propose targeted teaching suggestions.Development of teaching cases.4.Based on the research in the third chapter,and with the relevant theoretical basis,and the 2017 version of the high school chemistry curriculum standards as a guide,the [Lu Ke version] high school chemistry textbook compulsory two "the use of chemical reactions---chemistry The response provides energy for humans to design innovative teaching cases and reflect on instructional design.5.Teaching practice research.Through the two parallel classes with different teaching design cases on the same subject,the teaching implementation is carried out,and the implementation results of the teaching cases are tested by classroomobservation and questionnaire survey.6.The results and future prospects of this research summarize the research results of this stage and reflect on the existing deficiencies in the research,and propose the direction and future prospects of relevant research in the future.The study found that the same points in the Chinese and American textbooks: 1the content of the chemical history is not much different,and the content of the chemical history is mostly expressed in words.2 Both textbooks focus on the supplemental position of knowledge in the history of chemical history,and have a brief introduction to the scientists involved in the key content.3 The history of the people involved in the history of chemistry is mainly based on foreign countries,and the time is mainly based on modern times.For ancient chemistry,both versions of the textbooks involved very little.4 For the description of scientists,the use of graphic and textual forms,that is,the introduction of scientists' deeds,with scientists or experimental equipment maps.5 Among the scientists involved,men account for the majority,and only two minority scientists are involved in both editions.The differences between the Chinese and American textbooks: 1 From the appearance of the chapters,in the former,the characteristics of the history of the chemical history are more involved,but most of them are shallow;in the latter,the content is more comprehensive,finer,and historical,The disciplines of physics,biology,and art are closely related and explained in detail.2 From a detailed perspective,the latter's chemical history content is slightly more moderate;in the former,the history of chemical history is slightly more than 60%,and the role is mostly supplementary content of the discipline.3 From the role of the columns in the history of chemistry,the former appears in the online section of the data,mostly to expand reading;in the latter,the content of chemical history appears in the text,building a complete knowledge structure for chemical theory knowledge.4 From the perspective of the role of chemical history,the content of the former chemical history is mostly supplemented by the subject knowledge,usually introducing new lessons in classroom teaching;the latter's chemical history content is mostly presented in the form of text,as the main body of knowledge learning,mostly from the beginningThroughout the end.Teaching suggestions based on this conclusion:(1)Reasonably adjust the proportion of chemical history content,appropriately integrate the expanded chemical history reading into the body teaching content;(2)objectively introduce chemists and present a complete scientific discovery process;(3)from students Based on the cognition,the content of the history of chemistry history is more visual and intuitive.(4)The content of chemistry history should enhance the embodiment of the essence of science.Based on this,the teaching suggestions of this case are proposed:(1)For the classroom experiment,the time is limited and the students' hypothesis has more content.It is recommended that teachers can organize students to carry out after-school activities,and the hypothesis of students is divided into small groups.To solve the doubts of their existence;(2)to solve the problem of students' curiosity in the content of classroom chemistry history,it is recommended that pre-school teachers provide keywords for students,collect information,and guide students to independently study the history of chemistry.On the basis of practice,this paper proposes to improve the teaching implementation strategy of this case:(1)Integrate the teaching resources of chemistry history and fully implement the five-dimensional goal;(2)Explore the experimental research of group cooperation and break through the difficult and difficult learning. |
PDF Full Text Request