| The new round of basic education reform has steadily advanced,requiring the development of students’ core literacy.Focusing on the chemistry discipline is concise into the core literacy of the chemistry discipline,specifically the development of students’ macro-micro-combination,abstract representation and other disciplines and abilities.The high-school chemical ion reaction,which includes both the micro-ionization process and the macro-ion coexistence problem,is a good indication of the interrelationship between the three characteristics of chemical knowledge in macro,micro and symbolic.Therefore,the teaching and practice of ion-reaction teaching based on triple representation is a useful attempt to implement the core literacy of the discipline.Based on the subject value of triple representation and the important position of ionic reaction,the research purpose and basic concept of the subject are expounded.Through literature review and questionnaire survey,it is found that there are problems such as lost concepts and lack of essential understanding in the current ion reaction teaching.Based on this,under the guidance of constructivism and information processing theory,the corresponding teaching principles are proposed: subjective principle,situational principle,intuitive principle,and inquiry principle.And summed up the teaching strategy: skillfully set up problems,promote deep understanding;intuitive teaching,promote the formation of microscopic views;experimental exploration,promote the construction of cognition;triple integration,promote the formation of disciplinary thinking.Based on these principles and strategies,teaching design and practice are carried out from the aspects of curriculum analysis and textbook interpretation.To verify the scientific validity of teaching principles and strategies,and whether problems can be alleviated.Taking the students of one class and two classes in a middle school in Laibin City,Guangxi as the survey object,through questionnaires and interviews with students,it is found that students in the experimental class have improved their academic performance andability.The study draws the following conclusions:(1)Teaching design of ion reaction with the three-characteristic perspective and thinking helps to highlight the characteristics and essence of the subject and effectively promote the development of students’ core literacy.(2)Through comparison of pre-and post-test data,it can be seen to a certain extent that students’ analysis of electrolytes,non-electrolytes and other concepts is more accurate,and the understanding of ion reactions can be changed from oral to essential,and the dissociation of substances.The mastery is stronger.(3)Through the test of test questions,the experimental class and the control class have differences in the scores and answers,and the scores and knowledge understanding ability of the experimental class students are more prominent.It is preliminarily stated that the teaching design principles and strategies based on triple representation proposed in this paper have a certain positive effect on the study of students’ ion response. |
