Research On The Teaching Practice Of Chemistry For Senior One Based On The Driven Question Chain Of Chemistry History

The formation of the basic laws and concepts of chemistry is inseparable from the history of chemistry.The history of chemistry not only records the development and evolution of chemistry,but also shows chemists' rigorous,unafraid of authority and noble character of pursuing truth.Therefore,the history of chemistry can provide good scene materials for chemistry teaching.However,students are not very active in responding to teachers' questions during of chemistry classes,because teachers' questions do not drive students to think actively.Therefore,it is an urgent problem for middle school teachers to take some measures to stimulate students' interest in learning and let students participate in classroom activities.Based on the implementation suggestions of the new curriculum standard and the current situation of students' response to questions in chemistry classes,the paper put forward the importance of design-driven problem chain,By referring to the relevant literature of chemical history at home and abroad,it was found that there was no systematic research on how to design a problem chain with driving force in the context of chemical history and guide students to complete the construction of knowledge independently,therefore,the purpose of this paper was to build a kind of based on the history of chemical drive chain of sexual problems of senior chemistry teaching design model,the design was feasible based on the history of chemical drive chain of sexual problems of specific teaching cases,stimulate students' interest in learning to drive type problem,caused the student to the history of chemical content,positive thinking,and actively participate in classroom teaching,through the chain of thinking to the problem,promoted the understanding of the core knowledge class,finally constructed their own knowledge network.In order to understand students' learning status of chemical history,this paper designed a questionnaire from four aspects: interest in historical data,cognition of historical data,acquisition of historical data and learning of historical data.The author also interviewed the teachers about their application of chemistry history.The results shew that although the teachers or students know little about the history of chemistry,the students were interested in the history of chemistry,and the teachers thought itwas necessary to integrate the history of chemistry into their teaching.Under the guidance of the education theory,I mainly did the following research work,the four aspects of preparation work must be done at first which including the chemical history data were collected,the material of chemical history were integrated,the driving problem chain were designed;the teaching objectives were determined;then the chemical history with the driving problem chain must be organically combined,and the teaching design model based on the driving problem chain of chemical history were put forward;the teaching design and practice including the content of dispersion system and its classification,the ionization of acid,alkali and salt in aqueous solution in chemistry textbook of senior high school were carried out based on this model,the practice effect of the teaching design were analyzed from three aspects: teacher evaluation,interview with students and student test scores,the results show that the teaching practice was beneficial to students' understanding and knowledge construction of chemical knowledge,and could provide reference for front-line teachers to carry out relevant research work.At the end of this paper,the shortcomings of the research work were reflected.