Design And Practice Of High School Chemistry Virtual Experiment Teaching Based On NOBOOK

With the rapid development of China's economy and education informationization,the traditional teaching methods can no longer meet people's needs for education.Since the concept and action plan of "Internet +" was put forward,educators have found some new forms of education — "Internet + education" based on the development characteristics of education.At the same time,many new educational products have been generated.Virtual laboratory is one of the new educational products.Virtual experiment can materialize abstract knowledge and make microscopic phenomena macroscopic,which is beneficial to students' understanding of knowledge and the improvement of teaching quality.In this paper,based on the NOBOOK virtual laboratory,combining with the characteristics of virtual experiment,this paper analyzes the experimental content in the high school chemistry textbook(Compulsory One,Compulsory Two),and discussed the principles and methods of teaching design,two teaching cases about "The Properties of Sodium and Its Oxide" and "The Nature of Sulfur Dioxide" were designed,selected the two parallel class as the experimental class and the comparative class,the teaching effect of different teaching modes is analyzed.1.The methods of interview and questionnaire,discusses the feasibility of virtual high school chemistry experiment application,According to the survey data,74.46% of the students like the chemistry experiment class,but the students usually have less chemistry test courses.Moreover,56.48% of the students think that their chemistry teachers teach experimental lectures by playing experimental videos.This kind of experimental teaching method accounts for the most,you can take a chemistry experiment class through the experimental videos,But in this way,students' sense of participation is not strong enough and it can't stimulate students' interest in learning chemistry experiment;In terms of the network condition and hardware condition of schools,about 87.5% of urban schools and county schools have the network condition and hardware condition of introducing virtual experiment software.In terms of the computer level of teachers and students,97.22% of teachers and students use computers and have the computer foundation of virtual experiment operation with virtual experiment software.In terms of the attitude of teachers and students towards the introduction of virtual laboratory for experimental teaching in school,80.15% of teachers and students hold a sympathetic attitude towards the introduction of NOBOOK virtual laboratory in school.2.Combining the advantages of virtual experiment and the characteristics of chemistry subject,this paper analyzes the experimental content in high school chemistry textbook(Compulsory One,Compulsory Two),summarizes five types of experiments suitable for replacing real experiments with virtual experiments,and discusses virtual experiment teaching.The principles and methods of design should consider the guiding role of teachers in the design of teaching cases,but also take into account the subjective status of students,pay attention to the creation of scenes and the existing knowledge base of students,and should follow the feasibility principles?comprehensive principles and feedback principles of teaching design.3.Combined with the content of Gao Yi Chemistry(Compulsory One),two teaching cases of "The Properties of Sodium and Its Oxide" and "The Nature of Sulfur Dioxide" were designed.In the case design,the guiding role of teachers and the main role of students were emphasized.The problem setting should take into account the students' existing knowledge base and experience foundation,and guide students to self-learning and cooperative learning.4.The experimental and the control classes were selected for comparative experiments,and the classroom and after-school performance of the experimental and control classes,the final test scores,and the student attitude scale scores were analyzed,the teaching effects are compared.The survey data shows that from the classroom and after-school performance of the experimental class and the control class students,the scores of the students' attitude scales in the experimental class and the control class,the experimental class students are more motivated to attend classes,and the students' interest and learning attitude is good;from the scores of the experimental questions in the final test of the students in the experimental class and the students in the control class,there are obvious differences in the scores of the experimental questions of the two classes of students,and the average score of the experimental results in the final test of the experimental class students is 6.167 higher than the average score of the experimental results in the final test of the control class students,and the standard deviation is 4.485,which indicates that the experimental scores of the experimental class students are more stable and more concentrated than those of the control class students;from the examination contents of the experimental questions in the final exam paper,the number of students in the experimental class who did not answer the related questions such as the analysis of the causes of the experimental phenomena,the confirmation of the conjecture of the experimental phenomena and the confirmation of the experimental design was less than that of the students in the control class,it can be seen that the scientific thinking ability of the experimental class students is improved compared with the scientific thinking ability of the control class students.