Improvement And Practice Of Micro Experiments In High School Chemistry Teaching

Chemistry is a basic natural science that we are familiar with,among which chemical experiments play a particularly important role.Chemistry experiment can not only make students feel the charm of chemistry and arouse students'interest in chemistry curriculum,but also make boring textbook knowledge vivid and interesting by experiment demonstration,and stimulate students'initiative in learning.However,the survey results show that the current teaching of chemical experiments has entered a bottleneck period,which is mainly due to various experimental conditions such as funding,drugs and equipment constraints and limitations of experimental courses,resulting in some school teachers become experimental operators,while students are only bystanders.Students seldom have the opportunity to operate experiments,let alone stimulate their creativity through exploratory activities.Micro-chemistry experiment came into being in this critical period of teaching.Compared with conventional experiment,micro-chemistry experiment has many advantages,such as saving chemicals,environmental protection,easy operation in class and so on.It makes up for the shortcomings of chemical experiment in current teaching.In this paper,referring to a large number of domestic and foreign literature and teaching data of different experimental methods,the design principles,characteristics and Strategies of micro-chemical experiments suitable for high school teaching are summarized.The design and development of micro-experiments must follow the principles of students'subjectivity,scientificity,openness and greening.According to the characteristics and teaching objectives of the teaching experiment content,this paper chooses the suitable content to designthemicro-experiment,andchoosesthesuitable micro-experiment equipment to carry out the experiment.Through dividing the two classes of 2017 grade in No.1 Middle School of Wuhai into experimental group and control group randomly,the paper carries on the teaching.In the experiment,four topics of"Fe²⁺,Fe³⁺detection","preparation and properties of chlorine","production and properties of sulphur dioxide"and"primary battery"in senior high school chemistry textbook of People's Education Press were selected for chemical micro-experiment design and teaching practice.Result:Compared with the control group,the experimental group had higher accuracy and faster speed in problem-solving.The key points and corresponding test points could be quickly resolved from the test questions of knowledge transfer and application.From the students'test questions,we can see that the students in the experimental group have more solid knowledge than those in the control group,and have better understanding and application of knowledge than those in the control group.Especially for the questions with strong applicability and comprehensiveness,the accuracy of the answers in the experimental group is obviously higher than that in the conventional experimental class.In summary,the chemical micro-experiment improves the ability of students to understand and master the basic knowledge of chemistry,the ability to apply knowledge,the ability of students to solve problems,the creativity of students,and the students'chemical achievements.