Research On Teaching Strategy Of Chemistry Experiment In Junior Middle School Based On Key Competence

With the deepening of the curriculum reform,the new curriculum reform,based on key competence,has entered the stage of implementation,which has put forward new requirements on chemistry teaching.In order to cultivate the talents conforming to the new concept of curriculum reform and needed by the development of the times,the strategies of chemistry teaching change and improve accordingly.Experiment teaching shifts from teaching with emphasis on knowledge and skills to guiding students to study and explore independently.Therefore,the design of its model is particularly important.Exploring the application of experiments,question-oriented,carefully designed experiment teaching processes and improving the quality of experiment teaching is not only in line with the concept of curriculum reform,but also arouses students' interest in chemistry learning,enhances their confidence in learning chemistry and promotes the application of the knowledge of chemistry to social life.The experiment teaching process characterized by “student-centered and teacher-guided” tries to promote the development of students' academic ability and key competence.This study aims to develop students' key competence,under the guidance of relevant educational theories,to construct and implement the experiment teaching process model of watching,listening,speaking,thinking and doing in junior middle school,and promote the change on students' learning style.This study first analyzes the objectives of the new curriculum to chemistry teaching in junior middle school,the significance of experiments,the problems in chemistry experiment teaching in junior middle school and the core qualities of chemistry.It is believed that the experiment teaching process of “watching,listening,speaking,thinking and doing” can attract students' attention,trigger students' thinking,promote students to conduct experimental process learning,practice and exploration,which develops students' key competence of chemistry.Therefore,this model is applied to the teaching of chemistry experiments to stimulate students' learning interest,cultivate students' ability to think and analyze,solve problems,and improve students' explorative ability.By collecting,analyzing and summarizing the existing documents,this paper defines the concepts of key competence,key competence and teaching strategy of chemistry.It analyzes thegeneral flow of chemistry experiment teaching in junior middle school,and determines the main types of chemistry experiment teaching.On the basis of existing experimental teaching strategies,under the guidance of the relevant educational teaching theories,the teaching process model of“watching,listening,speaking,thinking and doing” was constructed.Through the problem oriented,teaching design of different types of experiments and applied experimental teaching,the feasibility and operability are analyzed.On the basis of the questionnaire,this paper explores understand students' attitude toward the teaching process mode of “watching,listening,speaking,thinking and doing”.Then teaching activities are conducted in the form of experimental research.Two classes from an ordinary middle school in Nanning City are selected for teaching experiments.A teaching process model based on the key competence is designed according to the hierarchy of advantages and disadvantages.Taking the problem as the guide,students are led to think about the experimental process.After the process is illustrated,they experiment in turn,and with the appropriate problem thinking,the students' ability to solve the problem is cultivated.The paper and pen tests and surveys are conducted.This paper compares the learning situations of experimental class and control class from two aspects of knowledge acquisition and chemical experiment exploration,which analyzes the teaching effect of experiment teaching process model and traditional teaching process model.It summarizes the influence and change for students and teachers in the course of the experiment,reflects on the shortcomings in the application of the teaching process model of“watching,listening,speaking,thinking and doing”,and clarifies the experimental teaching problems that need to be further studied.This study constructs the experimental teaching model of “watching,listening,speaking,thinking and doing” and discusses its role in the development of students' academic ability and their key competence.It puts forward a targeted experimental teaching strategy to provide a reference for junior middle school chemistry teaching reform.