Application Of Digital Experiment In Chemistry Teaching In High School

The Outline of the National Medium and Long Term Education Reform and Development Plan(2010-2020)points out that information technology has revolutionary influence on education development and must be attached great importance to.Digital experiment is an important platform for the application of information technology in chemistry teaching.Especially with the promulgation of General Senior High School Chemistry Curriculum Standards(2017 edition)in January 2018,the basic idea of current senior high school chemistry curriculum reform is to develop students core literacy in chemistry.Digital experiments are real-time,accurate and visible,which are one of the important ways to promote the development of students core chemical literacy,such as macro-identification and micro-analysis,evidence reasoning and model recognition,scientific inquiry and innovation consciousness.This paper focuses on the application of digital experiment in high school chemistry teaching.On the basis of reviewing the research status of digital teaching at home and abroad,and based on constructivism theory and chemistry inquiry teaching theory,the teaching value of applying digital experiment in high school chemistry is clarified.Four first-level dimensions for evaluating the application status of digital experiment in senior high school chemistry teaching are determined,including "the concept of digital experiment in chemistry teaching","the action of applying digital experiment in chemistry teaching","the effect of applying digital experiment in chemistry teaching" and "the need to improve the application ability of digital experiment".Based on the meaning of the four first-level dimensions,eleven second-level dimensions were established.On this basis,a questionnaire on the application of digital experiment in high school chemistry teaching was compiled,and a questionnaire survey was carried out.On the basis of questionnaire survey,classroom observation was further carried out by using "the application classroom observation table of digital experiment in high school chemistry teaching".Through the analysis of questionnaires and classroom observation data,the following conclusions are drawn:On the concept level of digital experiment,the overall situation of teachers is better.However,the understanding of "the role of applying digital experiment" and "how to apply digital experiment" is superficial.A considerable number of teachers believe that the application of digital experiment is mainly to stimulate students' interest in learning,while ignoring that digital experiment is a means to obtain experimental evidence.Teachers' energy and purpose of using digital experiment in teaching mainly focus on cultivating students' perceptual interest or operational interest.Relatively speaking,for high-level reality such as inquiry interest,especially creative interest,etc.Insufficient attention is paid to interest testing.On the question of "how to apply digital experiment",most teachers have a comprehensive selection of frequency,opportunity and material for digital experiment,but they have not a deep understanding of the way of applying digital experiment,and need to be further strengthened and understood.At the action level of applying digital experiment,more than 78% of the teachers said that 44.8% of the teachers who did not use digital experiment often preferred to "give conclusions and memorize directly",more than the general teachers could not apply digital experiment for specific learning content.In the application of digital experiment timing,teachers in addition to extracurricular inquiry in the application of digital experiment,in classroom teaching and competition counseling also applied to digital experiment.And there are no normal classes and high-quality classes.Nearly 54% of teachers mainly rely on books to provide specific teaching cases.On the effect level of applying digital experiment,most teachers are not satisfied with the effect of applying digital experiment.The main reason for this phenomenon is that some teachers are aware of using digital experiments,but in actual teaching,due to the limitation of class hours,the inadequacy of teaching progress,the inadequacy of reference cases and the inadmissibility of actual hardware conditions,teachers seldom use digital experiments.In addition to the unexpected level of teachers themselves,the evaluation of others is also related to whether schools use digital experiments as a test point to examine teachers' teaching level and students' academic level.In the demand of digital experiment application,a considerable number of teachers need to improve their awareness of initiative to seek development.According to the above research conclusions,the teaching strategies of digital experiment applied in high school chemistry teaching are put forward from the angles of experiment content selection,experiment activity organization and experiment function value mining,which include:(1)selecting digital experiment content based on multi-value analysis of knowledge;(2)Designing digital from the perspective of promoting the triple representation of "macro-micro-symbol";(3)Emphasizing the use of digital experiments to enhance students' interest in inquiry and creation;(4)Emphasizing on guiding students to obtain evidence based on digital experiments and then develop the quality of evidence reasoning.