Analysis On The Creation Of High School Chemistry Situation Based On Evaluation Standards

With the implementation of the new curriculum standards,more and more teachers have noticed the importance of creating classroom situations.Creating an effective situation can improve the efficiency of classroom teaching,make it easier to achieve teaching objectives,help to transfer the knowledge and skills learned,help students to apply subject knowledge in practice,help to realize students' dominant position and teachers' leading role,and help to realize the artistic and scientific nature of teaching.Therefore,the study on the creation of chemistry classroom situations can provide reference for chemistry teachers when creating situations.Compared with regular classes,high-quality classes are carefully polished by front-line teachers.The teaching design is more optimized and pays more attention to the creation of situations.Analyzing the current situation of situation creation in high-quality classes helps teachers find bright spots and problems,and provides reference for teachers to create reasonable situations.On the basis of contextual creation and quality literature review and review of books,it is found that the research on situational creation mainly focuses on research strategies and types,and studies the existing analysis of the effectiveness of teaching situations,and proposes functional features and composition.Three aspects of characteristics and expressions to analyze the situation of quality courses,Through repeated observation,recording and coding of the 8 participating samples of the chemistry quality course in Henan province in 2018,the following conclusions are drawn after analysis:(1)the chemistry quality course is generally good in terms of functional characteristics,but the missing rate is high in terms of " enabling students to form an overall and meaningful understanding of chemistry concepts" and " stimulating students to experience high-level thinking".this shows that teachers do not attach much importance to knowledge understanding when creating situations,and they are superficial.they do not fully explore the problems contained in situations,do not arouse students' awareness of problems,give solutions to problems quickly,and do not achieve the effect of exploring students' high-level thinking.(2)Chemistry quality courses are generally good in composition characteristics,but the lack rate of " considering students' existing chemical knowledge" is relatively large,which shows that the content selected by teachers in creating teaching situations takes less of students' existing knowledge into account,does not take into account the content of students' " recent development zone",and does not well guide students to communicate and discuss.Therefore,the situation has not been well developed in students' thinking.(3)The achievement of high-quality chemistry classes is generally good in terms of forms of expression,but the lack rate in selecting teaching resources and situational materials is large,which indicates that teachers cannot make full use of existing teaching resources in terms of forms of expression of teaching situations,and the selected situational materials are relatively single.Therefore,when creating situations,teachers should pay attention to expanding the functions of situations,optimizing the constituent elements of situations,rationally utilizing rich teaching resources,and carefully designing and optimizing the materials of situations,so as to fully exert the value of situations in classroom teaching.