The Situational Creation And Practice Of Penetrating Environmental Education In High School Chemistry Teaching

A sound ecological environment is the prerequisite for sustained and healthy development of society and is related to the vital interests of all people.However,environmental protection depends on the active participation of every citizen.Therefore,it is of top priority to conduct environmental education for citizens and cultivate their awareness of environmental protection.The high school stage is the key period for the formation of thoughts and consciousness.The impact of environmental education on high school students has an irreplaceable role in their lives.It requires concerted efforts of all sectors of society to cultivate students’ environmental awareness.For teachers,it is necessary to explore the environmental education factors of the subject fully and seize the opportunity to educate students.Chemistry is a basic subject and there are many links with environmental protection.Chemistry teachers should take advantage of the unique conditions of chemistry and make greater efforts.This study penetrates environmental education through situational creation in high school chemistry teaching,explores teaching methods for cultivating high school students’ environmental awareness and enhances the operability of environmental education in high school.Firstly,the author conducted questionnaire survey in the form of electronic questionnaires.The respondents are high school chemistry teachers and students in Henan Province,who are mainly based in Kaifeng.The aims were to understand the environmental awareness of high school students,the implementation of situational teaching in the chemistry class and select the experimental and control classes for teaching practice in A High School in Kaifeng.The author finds that only 5% of students will throw away old batteries.It shows that the current environmental awareness of high school students is generally stronger,but there are still some students who need to improve their environmental awareness.84% of teachers believe that it is very necessary to create situations in teaching,16% of teachers believe that all situations can achieve the expected results and 78% of teachers believe that most situations can do it.It shows that situational teaching is better implemented in the chemistry class and welcomed by teachers and students.However,teachers use environmental materials to create fewer situations and have a weaker awareness to penetrate environmental education.After that,the author organized the teaching content related to environmental education in the Compulsory one of PEP edition systematically and referenced the requirements advised by “General High School Chemistry Curriculum Standards(edition of 2017)”.The author analysed the teaching steps of penetrating environmental education through situational creation and designed three teaching cases: “simple classification method and its application” which infiltrates classification idea,“ion reaction and its occurrence conditions” for wastewater treatment and “sulphur dioxide and sulfur trioxide” which highlights the protection of atmospheric.Finally,the author conducted teaching experiments by taking methods of author’s personal teaching and participation in teaching in A High School in Kaifeng.In the end of term,students in the experimental and control classes were tested,and students in the experimental class were interviewed randomly.The effectiveness of this teaching method was tested by the scores of the experimental and control students and the changes in learning interest and environmental awareness of the experimental students before and after the experiment.The results show that this teaching method not only helps to improve students’ environmental awareness but also helps students improve their academic performance.The author found out where students,teachers and schools need to improve through investigation and analysis of the status quo of environmental awareness of high school students and situational teaching.And the author designed specific cases for teaching practice,providing practical and feasible ways for environmental education to penetrate effectively in the high school stage.The teaching method helps to improve students’ environmental awareness and social responsibility,promotes the improvement of students’ chemistry core literacy,and broadens the field of high school chemistry teaching research.