Empirical Study On The Effect Of Senior Middle School Chemistry Teaching Based On Textbook Integration

Under the premise of education in the new era,how to implement the new curriculum according to the specific conditions of each school is a major issue facing teachers today.Every teacher is trying to find the teaching method that is most suitable for his students.Reasonably solving the problems of curriculum capacity,curriculum structure setting,rational application of compulsory and elective in teaching practice has become the difficulty in teaching.In Yan'an and even the whole country,we are trying to bring "textbook integration" into our classrooms and use teaching materials creatively to maximize the teaching effect.However,many schools are still at the stage of exploration,and the integration of teaching materials is still unclear in improving the effectiveness of chemistry teaching,and quantitative research is rare.Based on this,this article will focus on the impact of textbook integration on the effectiveness of high school chemistry teaching.This paper is divided into six parts,which are introduction,the investigation on the integration of high school chemistry textbooks in Yan'an area,principles and strategies,practical research,existing problems and countermeasure research of high school chemistry textbook integration,as well as research conclusions,prospects.The first chapter introduces the background of the topic,the definition of the core concept and the research status at home and abroad,the research content and method,the research significance and the theoretical basis.The second chapter expounds the integration of high school chemistry textbooks in various middle schools in Yan'an from the perspectives of survey objectives,objects,methods and processes.The third chapter discusses the principles and strategies of the integration of high school chemistry textbooks,including students-oriented,closely following the curriculum standards,based on textbook content these three principles,and following the inherent logic of chemical knowledge,decomposing key points and difficulties,Life-oriented teaching and reproduce the formation of knowledge these four strategies.The fourth chapter discusses the whole empirical research process of the integration of high school chemistry textbooks.Including contrast and analyze the compulsory and elective chemistry textbook of the PEP and Jiangsu Education Edition,Series of lesson plans about Integration of "Electrochemistry" module,the teaching design of "chemical energy is converted into electric energy",analyze the implementation of textbook integration from the aspects of teacher experience,student experience,modular test scores,and student satisfaction.The fifth chapter summarizes the problems and countermeasures in the integration of high school chemistry textbooks.The sixth chapter is the research conclusion,reflection and prospect of this paper.Summarize the results of this study,reflect on the shortcomings,hope that there will be more follow-up research in the future teaching work,and constantly improve the subject in practical teaching.Through the practical research,it is found that the integration of teaching materials is not suitable for all students to improve the effectiveness of students' learning high school chemistry.It is related to the level of basic knowledge of students and theirlearning ability.For students with poor foundations,the integration of textbooks is not only ineffective,but also has a certain negative impact,disrupting the thinking and rhythm of students' learning.For students with better foundation and learning ability,the effect is good and the students' performance is improved significantly.Therefore,this suggests that teachers need to teach students according to their actual situation and the teaching conditions of the school.