Study On The Teaching Engagement Between Middle School Chemistry And Secondary Inorganic Chemistry

With petrochemical industry as the pillar industry of economy,the petrochemical enterprises has been urged by the sustainable development strategy of human society to constantly innovate production technologies and processes,and the enterprises have higher and higher requirements for chemical professionals.However,under the influence of different factors,there is a huge deficiency of innovative technical talents and front-line production skilled talents in chemical industry.In addition,the development of vocational education in China lags behind the economic and social development.For a long time,vocational education has a weak foundation for development,featured by a poor source of students,a lack of "double-qualified" teachers of vocational and professional secondary vocational education,and insufficient research on vocational education,which leads to the general low quality of secondary vocational education and limits its development.Therefore,to promote the development of secondary vocational education,it is an urgent need for secondary vocational schools to improve the quality of education and teaching.In teaching practice,inorganic chemistry teachers are facing teaching difficulties in teaching secondary vocational school students.There is great difference between chemistry in junior middle school and inorganic chemistry in secondary vocational school in terms of course nature,learning content and learning requirements.The weak chemical foundation makes it difficult for students to adapt to the study of inorganic chemistry in secondary vocational school.Meanwhile,the teaching quality of inorganic chemistry in secondary vocational schools is poor,and the technical talents in chemical industry trainedby them is not qualified enough to meet the requirement of enterprises.Based on the above analysis,this research is carried out to meet the teaching needs of chemical engineering courses in secondary vocational schools and needs of students' future career development.The purpose of this research is to investigate students' learning habits in junior middle school and their learning adaptation in the initial stage of inorganic chemistry learning in secondary vocational schools by designing questionnaires,and to test and make a diagnostic evaluation on students' basic knowledge,basic experimental skills and thinking development level in junior middle school by using standardized test paper—2018Chemistry test paper of entrance examination for senior middle school.Through the methods of classification,analysis and comparison,the knowledge points of chemistry in junior middle schools and inorganic chemistry in vocational schools are compared.On such basis,this paper explores the strategies of linking the teaching of junior high school chemistry with that of inorganic chemistry in secondary vocational schools,which helps students adapt to inorganic chemistry learning in secondary vocational schools as soon as possible and realizes the smooth transition from junior middle school chemistry learning to inorganic chemistry learning in secondary vocational schools.Furthermore,it can consolidate the students' chemical knowledge base and enhance their confidence in learning,which provides some reference value for improving the teaching quality of chemical engineering courses in secondary vocational schools.This paper is divided into seven chapters.The first chapter is introduction.This chapter analyses the background,purpose and significance of the research,studies the related researches of the predecessors by using the method of literature review,and puts forward the theoretical basis of the research: Zone of Proximal Development Theory,the Theory of Knowledge Transfer and the Metacognition Theory,and finally designs the research under the guidance of these theories.The second chapter analyses and compares the differences between the chemistry curriculum standards of junior middle school and vocational inorganicchemistry curriculum standards.A comprehensive comparison is made in terms of curriculum nature,curriculum concept and curriculum content,so as to have a clear idea of how to link the teaching of junior middle school chemistry with that of inorganic chemistry in secondary vocational schools.The third chapter is the research process.With the methods of test paper of entrance examination for senior middle schools,questionnaire and interview,the students and teachers were investigated respectively.Based on the analysis of the teaching theories and strategies related to the linkage between junior middle school chemistry and inorganic chemistry teaching in Vocational schools,and under the guidance of the Zone of Proximal Development Theory,the Theory of Knowledge Transfer and the Metacognition Theory,this paper investigates all the students of grade 2018 of fine chemical engineering major in our school.The specific research process is as follows: Firstly,by using questionnaire and test paper,the paper investigates the problems faced by students in the initial stage of inorganic chemistry learning in secondary vocational schools,as well as the problems faced by teachers in the teaching linkage between junior middle school chemistry and Inorganic Chemistry in the initial stage of teaching in secondary vocational schools,collects data and carries out cause analysis,and make a thorough investigation into the knowledge base and basic skills of all freshmen in grade 2018,to master the secondary vocational students' command of knowledge about junior middle school chemistry.Through investigation,we find that students lack basic knowledge of chemistry and basic experimental skills in junior middle school;they do not have a command of basic knowledge of chemical terms,and they have bad learning habits.There is a general consensus among students that they should listen carefully and take notes in class.Through interviewing the teachers,we find that there are some problems in inorganic chemistry teaching in secondary vocational schools,such as lack of awareness of linkage to middle school chemistry,lack of understanding of students' learning readiness and the key turning point of their learning in middle school.Students are stereotyped by their teachers,and teachers have insufficient understanding of students' development.Based onthe data obtained from the above investigation,the reasons behind the problems are analyzed,and the strategies of linking middle school chemistry with inorganic chemistry teaching in vocational schools are studied in combination with relevant theories and teaching practice experience.The fourth chapter discusses the problems in the teaching link between junior middle school chemistry and inorganic chemistry in vocational schools from the aspects of both students and teachers.The fifth chapter summarizes the experience of many times of practical teaching and reflects on it.Countermeasures of linking middle school chemistry to inorganic chemistry teaching in Vocational schools are put forward.It is concluded that in the stage of teaching linkage,it is an important educational opportunity for reshaping students to analyze the content of textbooks,carry out linkage teaching according to the students' zone of proximal development,select appropriate teaching materials to facilitate students' knowledge transfer,and make good use of freshness and curiosity of students just entering the new learning stage,which can help to cultivate their good study habits.This paper further puts forward the teaching linkage strategies: teachers should grasp the freshness and curiosity of students entering the new learning environment to reshape students to achieve the linkage of learning methods;make good use of inorganic chemistry experiments to link up the knowledge and ability of chemical terms;make good classroom teaching linkage according to students' learning readiness;and take good employment-oriented teaching linkage strategies,such as the linkage of teaching assessment and evaluation.The sixth chapter summarizes and discusses the research.The results of teaching practice show that students' interest and enthusiasm in learning have been improved;students can chaptericipate in learning independently,have more confidence in the learning stage of secondary vocational schools,and have clearer learning objectives.The teaching linkage strategies can stimulate students' interest in learning,highlight students' subjectivity,effectively strengthen students' chemical terminology using ability,and shorten the adaptation periodof students' chemical learning in junior middle school and secondary vocational schools and improve the effectiveness of Inorganic Chemistry Teaching in secondary vocational schools.Therefore,it is concluded that the teaching strategies are suitable for chemical terminology teaching in secondary vocational schools.The seventh chapter reflects on the research and looks to the future.Through reflection,this paper finds out the problems that need to be improved in this study,providing experience for future improvement.Due to the limited research time and level,the conclusions of this study need to be further tested in later practice,and the practical application of various teaching strategies needs to be further improved in teaching practice.