Research On Teaching Strategies Of Promoting Chemistry Deep Learning In Senior High School Based On Situational Material

"General Senior High School Chemistry Curriculum Standards(2017 Edition)" attaches great importance to the development of "literacy-based" teaching,which advocates that the teaching should not only focus on the creation of real situations,but also pay attention to the structured design of teaching content.Therefore,deep learning plays an important role in cultivating students' core ability and the ability of chemistry learning.Deep learning is an important concept in today' s learning.It emphasizes the cultivation of learners' style,initiative,thinking development,building and transferring knowledge ability,and analyzing and solving related problems in new situations.The thesis discusses how to carry out deep learning in high school chemistry learning,with the perspective of the concept of deep learning.Based on the guidance of the new curriculum standard,the creation and use of situational materials and the concept of in-depth learning are effectively integrated.This thesis investigates and analyses two aspects.The first one is the current situation of creating and using situational materials in chemistry teachers' teaching in senior high school.The second is the current situation of deep learning in senior high school.Based on the general process model of deep learning,a teaching strategy is put forward in this thesis,which aims to promote the deep learning of chemistry in senior high school based on situational materials.The teaching strategy can be divided into three stages: the preparation of deep learning,the acquisition and processing of knowledge,and the evaluation and reflection.In order to test the feasibility and effect of the teaching strategy constructed by the institute,it is applied to the chemistry teaching of high school.Before and after the practice,the effect of teaching is summarized and reflected through the investigation of the change of students' interest in learning,the comparative analysis of students' academic achievements,and the interviews with the experimenters.The results show that,to some extent,this teaching strategy is effective and feasible in chemistry teaching of high school.It has certain influence on the cultivation of students' deep learning ability,and it improves students' learning interest,attitude,methods and academic achievements.At present,there are a few studies on the relationship of deep learning and chemistry,so this study provides a reference for the follow-up researchers and the teaching of front-line teachers.