Practical Research On Situational Teaching Design With Ethnic Characteristics In High School Chemistry

The basic concept of the general high school chemistry curriculum standard(2017 edition)emphasizes that teaching should be literacy oriented,advocates the creation of real problem situations,attaches importance to the development of students' core literacy,designs the learning environment with students as the center,and attaches importance to the situational,proactive and social aspects of students' learning.Therefore,in the classroom teaching,constructing a good teaching situation,promoting the teaching of class contents through certain situations,and making students achieve the organic integration of cognitive activities,practical activities and emotional activities in the teaching situation has become the biggest challenge for teachers.In particular,it is the primary task for all educators how teachers in ethnic areas create situational teaching that integrates cultural resources with ethnic characteristics according to the teaching content and knowledge in the textbooks,and then effectively carry out new curriculum reform in ethnic areas,improve students' interest in learning and cultivate the core quality of subjects.This paper studies a lot of literature related to "situational teaching" and "ethnic characteristic situational teaching",and expounds the research status of "situational teaching" in high school chemistry and the significance of "ethnic characteristic situational teaching" in high school chemistry.By combing the situational questions in the national chemistry test papers of the National College Entrance Examination ? Volumein the past four years,making a comparative analysis from the aspects of score ratio,situation type,knowledge structure and other aspects and combining with the investigation of the current situation of chemistry situation teaching in Tongliao Mongolian high school,this paper discusses the necessity of carrying out "national characteristic situation teaching" in chemistry teaching in high school.At last,this paper explores the effective ways and methods to realize the situational teaching of chemistry in Mongolian teaching high school,and further integrates the national culture into the situational teaching of chemistry in high school.And it also designs and carries out several chemistry situation teaching cases in line with the characteristics of ethnic minority areas.In the process of teaching design and practice of "the important compound of iron" with national characteristics,Mongolian's unique diet beef jerky was used as the teaching situation to arouse students' interest in this lesson and let students realize the importance of iron.In the process of the teaching design and practice of the national characteristic situation of "the leading role of inorganic nonmetallic materials--silicon",the structure of agate and Mongolian bag,the common jewelry materials of Mongolian nationalities produced in Xilin Gol Prairie,were applied to learn the use of silicon and the structure of associated silicon elements,so that students can learn new knowledge more easily.In the process of teaching design and practice of "the nature of ammonia" with national characteristics,the paper applied the news of ammonia leak and the utilization of chemical fertilizer in a city of Inner Mongolia to make students feel the sense of achievement in applying what they learned.Finally,the paper discusses the actual teaching effect through the interview of teachers and the questionnaire survey of students.Combining with their own cultural characteristics,ethnic minority areas carry out situational teaching with ethnic characteristics,which can stimulate students' learning interest and initiative and flexible classroom atmosphere,so as to improve the teaching effect,and at the same time,enable students to have a broader understanding of ethnic culture and cultivate their sense of inheritance of ethnic culture.