Research On Situational Teaching Practice Based On The Ability Of Developing Chemistry Subject

The ultimate goal of education is to promote the development of students.The outline of the national program for medium-and long-term education reform and development(2010-2020)clearly states that education should focus on ability,optimize knowledge structure,enrich social practice and strengthen the basic concept of ability cultivation.In the general high school Chemistry Curriculum Standards(2017 edition)also put forward to form a key ability through subject learning,which is an important part of the subject's core literacy.To promote the cultivation of students ' ability needs to be completed in classroom teaching,students are the main body of learning,chemistry teaching needs to contact the reality of social life production,the situation is the carrier of knowledge transformation into ability,to promote students ' meaning construction of knowledge in meaningful situations,to develop students ' ability of chemistry discipline,and to improve the effectiveness of classroom teaching.By consulting a large number of literatures,the research on the ability of chemistry subject in China focuses on more theoretical research,less on the cultivation of chemical discipline ability,and lacks the test and evaluation of students ' ability of chemistry discipline.There are many researches on situational teaching,but there are few researches on the combination of chemistry subject ability and situational teaching.Based on the above research background and research status,this paper puts forward the subject of situational teaching practice based on the development of chemistry discipline ability,in order to provide reference for promoting the reform of chemistry teaching and cultivating students ' ability of chemistry discipline.This study combs the research status of situational teaching,subject competence,chemistry subject ability and situational teaching to develop chemistry discipline ability at home and abroad,and expounds the research purpose,significance,content and method of this research.It is based on situational cognition theory,constructivism theory,humanism Theory and SOLO classification theory.Based on the connotation and activity performance model of chemistry subject proposed by Professor Wang Lei and the subject Education team,this paper analyzes the students ' thinking structure according to their performance and learning results when solving problems,and understands the development of students ' subject ability,so as to construct the evaluation standard of chemistry subject ability.According to the connotation of chemistry subject ability,chemistry subject knowledge,activity experience and students ' actual situation,this paper puts forward the situation teaching principle of developing students ' ability of chemistry subject: The problem of situation,the orientation of situation,the development of situation,the acceptability of situation,the authenticity of situation and the whole course of situation.From the point of view of teachers and students,a situational teaching program based on developing chemistry ability is developed:(1)grasping the standard of chemistry course and integrating the elements of subject competence;(2)clarifying the teaching goal of class and refining the factors of subject ability training;(3)understanding the Knowledge base of students,knowing the level of students ' ability;(4)crafting situational teaching design,enriching student activity Content;(5)based on students ' behavior performance,diagnose classroom teaching effect.According to the connotation essence,theoretical basis and situational teaching principle of chemistry discipline ability,this paper puts forward the teaching strategy of developing chemistry subject ability:(1)take classroom teaching as the guide,select the situation material;(2)take the student as the main body,clear the situation teaching link;(3)take the development ability as the goal,reasonably set up the situation teaching structure;(4)analyze the level of thinking structure and the development of scientific evaluation ability.In order to test the feasibility and effectiveness of the proposed principles,procedures and strategies,the general class with two basic grades of the first grade of a general middle school in Guilin as the research object,the teaching content is compulsory in chemistry 1,and a semester of situational teaching research on the development of chemical discipline ability was carried out.In the course of the study,observation method,paper and pen test method and interview method were used to analyze the practical effect of situational teaching,focusing on the development of subject capacity,students ' interest and attitude in learning and academic achievement,and the following conclusions were drawn: Situational teaching improves students' interest in learning and changes students' learning attitude.It promotes the development of students 'chemical discipline ability,especially in the analysis of interpretation and inference prediction,on the basis of capacity development,the academic achievement of students is also improved;using SOLO classification evaluation method can scientifically analyze the development degree of each element of students' chemistry discipline ability,which is beneficial to teachers' teaching diagnosis and teaching improvement.Taking the student's cognition mode as the starting point and incorporating it into the classroom teaching link is beneficial for the students to transform the knowledge into the subject ability in the vivid situation.Because of the limitation of the research object,the study time and the restriction of its own research ability,the principles,procedures and strategies proposed by this study need to be further perfected and developed,and the conclusions obtained need to be further tested in the future teaching practice.