Design And Practice Of Junior High School Chemistry Concept Teaching Based On Multiple Intelligence Theory

The chemistry curriculum standards for compulsory education(2011 edition)takes improving students' scientific literacy as the main idea of the curriculum,and the study of chemical concepts is not only the basis for students to learn chemistry systematically,but also the necessary condition for them to develop their own scientific literacy.The multiple intelligences theory proposed by Gardner in 1983 is consistent with the educational concept emphasized by China's curriculum reform,such as paying attention to the overall development of students and teaching students in accordance with their aptitude.The concept of chemistry is formed when people solve specific problems.Gardner,the founder of the theory of multiple intelligences,believes that intelligence is the ability to solve problems in a certain situation the fastest.From this perspective,the theory of multiple intelligences is inseparable from the teaching of chemical concepts.Therefore,this paper tries to shift the research focus of multiple intelligences to the micro field of chemistry teaching--junior high school chemistry concept teaching,and moves from the pure theoretical research to the practical research of chemistry teaching,and discusses how to combine the multiple intelligences theory with junior high school chemistry concept teaching.Firstly,we will conduct literature research to understand the current research status of chemical concept teaching and multiple intelligence theory at home and abroad.Then it defines related concepts and interprets core theories,mainly aiming at "concept","chemical concept" and "theory of multiple intelligences".And investigate the junior high school students chemical concept learning status and the status of multiple intelligence.In combination with the above investigation conclusions,this paper tries to construct the junior high school chemistry concept teaching mode and teaching strategy based on the theory of multiple intelligences,and carries out the teaching design of the chemical concept of "acid,alkali and salt" in the second volume of grade 9 of human education edition,and then carries out the practical research.The specific research process is as follows:(1)by compiling and testing the questionnaire on the status quo of junior high school students' chemical concept learning,this paper analyzes the interest,attitude,method,understanding,effect and expected teaching method of junior high school students in chemical concept learning.(2)by compiling and testing the questionnaire on multiple intelligences of junior high school students,the author analyzed the strengths and weaknesses of junior high school students' multiple intelligences;The difference of multi-intelligences between boys and girls,students in key schools and ordinary schools.(3)put forward the junior high school chemistry concept teaching model based on the theory of multiple intelligences,namely:intelligent grouping,complementary advantages;Create a situation,carefully ask;Intelligent division of labor,interactive cooperation;Generalize and reflect.The corresponding teaching strategies,i.e.logical mathematical intelligence-mind mapping,are proposed.Visual spatial intelligence-image rendering strategy;Physical activity intelligence-experimental inquiry strategy;Interpersonal intelligence-group discussion strategy;Self-knowledge intelligence-summarizing and reflecting strategy;Naturalistic observation intelligence-linked to practical strategies.(4)apply the above teaching model and strategy to carry out the teaching design of the chemical concept of "acid,alkali and salt" in the nine grade,and apply the teaching model and strategy to classroom practice,to study the effect of this teaching model and strategy on the multiple intelligences of junior high school students,the mastery of this part of the chemical concept,and the interest in chemistry learning.The research conclusions are as follows:(1)the concept of chemistry in junior high school students learning attitude is correct,but the study interest is not high,the understanding of the importance of chemical concept in chemistry knowledge system,the concept of learning method is not scientific,wont use exercises training way to consolidate the concept,connotation and extension of the concept of students of chemistry didn't grasp it very thoroughly,also expect teachers use multimedia auxiliary and more experiments to explore the method of concept teaching.(2)junior high school students have better language intelligence,interpersonal intelligence and music intelligence,but their physical movement intelligence and self-cognition intelligence are relatively weak.In addition,their logical and mathematical intelligence,visual spatial intelligence and natural intelligence are in the middle level.There are significant differences between male and female students in language intelligence,self-cognition intelligence,logic and mathematical intelligence,body movement intelligence and visual spatial intelligence.Students in key schools and ordinary schools have significant differences in language intelligence and interpersonal intelligence.(3)research on teaching practice shows that applying the theory of multiple intelligences to the concept teaching of chemistry in junior high school can promote students' understanding of this part of concepts,improve students' language intelligence and interpersonal intelligence to a certain extent,and help improve students' interest in chemistry learning.