Application Research Of Design-Based Learning(DBL) In High School Organic Chemistry Teaching

Organic chemistry plays an important role in the future of chemistry.In 2017,the "General High School Chemistry Curriculum Standards"(2017 edition)issued by the Ministry of Education of the People's Republic of China changed the "Organic Chemistry Foundation" from selective subjects to optional compulsory courses,which fully reflected the importance of organic chemistry.And is focused on synthesis of organic chemistry,the core of knowledge application is around synthesis,centered on "synthesis",a series of creative activity,is also to make our cognitive already exists in the nature of organic matter does not exist in nature and synthesis of organic matter.It also serves the development of new materials such as organic ligands,ultra-high molecular weight polyethylene synthesis,etc.However,due to the variety of combinations of organic compound elements,the iterative product structure is complex,and the number of organic substances and their derivatives is numerous,it leads to problems in students' understanding of organic chemistry,such as difficulty in understanding,difficulty in memory,difficulty in analysis,and lack of creative application.The author studies the application of design-based learning in high school organic chemistry.The purpose is to cultivate students' "synthesis" consciousness,establish the concept of "design",and through the process of "design",string together the scattered and difficult to remember organic knowledge.Overall,activating knowledge,solid memory,and overcoming the difficulties in learning organic chemistry.Design-based learning(DBL)is a new type of teaching model that has emerged from abroad.Teachers and students are a "team" based on cooperation-based exploration and design.This teaching model has attracted much attention in the field of education at home and abroad.However,it is rarely used in the field of organic chemistry.In the literature interpretation and teaching practice exploration,the author gradually constructed a design-based teaching model--the high-level organic chemistry "three-stage-two-subject" design-based teaching model.The basic structure of the model is the three stages of pre-teaching,middle-term and post-teaching.The two main bodies of teachers and students conduct organic chemistry learning through the iterative links of design,modification and re-design.High school organic chemistry "three-stage-two main body" design-based teaching model,In the implementation process,students will experience the process of not adapting ? adapting ? actively participating.In this process,teachers need to use appropriate teaching strategies to promote the implementation of new models in teaching practice.Based on practical experience,the author summarizes three teaching strategies to promote the implementation of the new model.Strategy 1: The progress of teaching is sub-entry.When the author conducts practical teaching,the teaching progress is sub-introduction,that is,teacher demonstration ?teacher-directed student group ? student group cooperation ? student independence ? student autonomy.Through such a sub-advanced teaching progress,students can pass the unfit phase more quickly and understand and grasp the new teaching mode as soon as possible.Strategy 2: Understand the characteristics and strengths of students,through reasonable grouping,bridge the gap,achieve a balanced level of the group,and complement each other within the group.Strategy 3: Encourage feedback in a timely manner,build confidence,and stimulate students' internal motivation and confidence.Applying the above teaching model and corresponding teaching strategies to a middle school in Beijing for teaching experiments,after the development of the case,the implementation of the teaching process,the collection and analysis of the data,the following conclusions have been drawn: The "three-stage-two-subject" design-driven teaching model of high school organic chemistry has increased the development space of students,cultivated students' personality and creative potential,and greatly developed the core literacy of students' chemistry disciplines;Improve the efficiency of student problem solving,break through the difficulty of "synthetic route",and make students' summarizing and inductive ability exercised,and cultivate students' problem-solving strategies based on "design" thinking;Break the balance of students' study time after class and change the way students learn;Promote the professional level of teachers and extend their regrowth,so that the teachers' comprehensive ability and innovative ability are developed.Although the author's research has achieved initial results,the research time is only four months,the author's teaching practice and research ability are limited,and the research objects are few,which makes the study not specifically analyze the causes of students' learning difficulties.Therefore,the research on the combination of design learning and high school organic chemistry should be further improved and developed.It is hoped that this study will provide a favorable reference for the combination of design learning and high school organic chemistry.