Research On The Strategy Of Deep And Wide Degree Of Chemistry Teaching Based On Curriculum Standards

Since the reform of the new curriculum,China has replaced the original syllabus with curriculum standards,and its implementation has also received much attention.Scientifically grasping the depth of teaching contributes to the implementation of the new curriculum standards.It is related to the achievement of academic quality standards and the cultivation of core literacy.Through literature research,the author finds that most of the research focuses on the static research of the depth and breadth of textbooks.No researcher has systematically studied the depth and breadth of teaching based on the curriculum standards(2017 edition)and the cognitive level of students.In addition,the author through the practice survey found that:(1)the current majority of teachers' teaching is mainly based on full house irrigation,lack of classroom interaction;(2)The depth and breadth of teachers' teaching are not in place,the students' acceptance is not high,and the teaching effect is not obvious;(3)Teachers lack effective depth and breadth teaching based on the new curriculum standards and students' cognitive level;(4)Teacher deficiency The depth and breadth of teaching are adjusted in time according to the student's classroom performance.Therefore,on the basis of the new curriculum standard,this topic combines the students' cognitive level and puts forward the basic principles and strategies of depth and breadth control in the teaching process,in order to provide a favorable reference for teachers' teaching depth and breadth.This topic first analyzes the research status of teaching depth and breadth at home and abroad,and combines the requirements of the new curriculum standard,expounds the theoretical and practical background generated by the subject,and determines the research purpose,significance,content and method.This topic is based on cognitive load theory,learning transfer theory,recent development areas,etc,using literature research,research,interviews and classroom observation methods.Conduct a follow-up survey in a high school and high school in Baise City to understand the current situation of students' learning and the depth and breadth of teaching,and analyze their existing problems.Combining the characteristics of the teaching content of high school chemistry compulsory 1 and the cognitive level of students,the depth and breadth of compulsory 1 classroom teaching are discussed.Then,by analyzing the content requirements and academic requirements of the new curriculum standard,the knowledge level and the number of experiments are used as the curriculum breadth,and the depth of the curriculum is determined by the degree of abstraction o f knowledge and the level of inquiry level of the experiment.On the basis of tracking investigation and field classroom observation,the author first puts forward the basic principles of compulsory 1 teaching depth and breadth adjustment:(1)a core(with the development of student literacy as the core);(2)two balances(quantity and Quality,control and development);(3)three main lines(knowledge main line,main activity line,literacy main line);(4)four attributes(targeted,appropriate,comprehensive,effective).At the same time,the author has defined the basic steps of the teaching depth and breadth of compulsory 1 teaching:(1)interpreting the new curriculum standard and integrating the literacy system;(2)grasping the content of the teaching materials and refining the requirements of the new curriculum standards;(3)analyzing the students' situation and laying the foundation Basic knowledge;(4)clarify the subject of teaching subject,develop core literacy;(5)evaluate student behavior and diagnose learning effects.Secondly,the author has constructed corresponding teaching depth and breadth control strategies:(1)flexible adjustment of teaching based on student situation;(2)learning activities based on collaborative inquiry;(3)gradient teaching based on problem solving.Finally,the author constructs an hourglass teaching model with depth and breadth of teaching,and according to the proposed principles,strategies and models,the compulsory redox reaction(first class)and the third chapter second iron of compulsory 1 The important compound(second class)was taught.In order to further test the principles,strategies and the effectiveness of the teaching model,the author takes the three classes of the first year of a middle school in Baise as the research object,and takes the compulsory 1 as the teaching practice content,and conducts a teaching study of nearly one semester.During the research process,the author tracked student learning through questionnaires,classroom observations,after-school exchanges,interviews,assignments,and unified tests to test the effectiveness of teaching practice under the guidance of the proposed strategy.Finally,the author focuses on the changes in students' knowledge transfer,answer thinking,and chemical scores,and draws the following conclusions:(1)Effective regulation of teaching depth and breadth can improve students' interest in learning chemistry and change students' Learning attitudes and ways;(2)The effective regulation of teaching depth and breadth can promote students' thinking development and enhance the ability of knowledge transfer and application;(3)The effective regulation of teaching depth and breadth can also promote the improvement of students' chemistry scores.Due to the limited teaching experience and ability of the students and the limitations of the research objects,the proposed teaching strategies need to be continuously improved in the future teaching practice.