Research And Practice Of Situation Chain Teaching Method In Middle School Chemistry Class

With the rapid development of the ages,diversification of culture,life,and economy,The request of human being for knowledge is changing with the deepening of the perspective of things;The basic education of China has changed from the original educational concept of "cross-border education",to the comprehensive development of scientific literacy-"three-dimensional goals",and to the teaching goal of core literacy in December 2017.However,the reform of curriculum concepts and teaching goals will inevitably lead to the reform of teaching models and teaching methods.Since the last round of curriculum reform(April 2003),a large number of new teaching models and teaching methods have emerged in basic education classrooms across the country.For example,"efficient classrooms" and "Internet +Education".And on this basis,the situational teaching method,which integrates the "efficient classroom" and "Internet education" teaching models,starting from vivid and specific scenes,and using modern education information technology to construct a rich learning interest class,which stimulates students' Motivation to achieve the goal of an efficient classroom.Everything has two sides,even though the advantages of contextual teaching are numerous,it is because contextual teaching method attaches importance to the teacher's mastering ability,neglects communication with students,and pays too much attention to the overall structure that result in a simplistic form and difficult to achieve teaching excellence.As a result,teachers will face a huge dilemma when adopting situational teaching,which runs counter to the curriculum concept.Therefore,with the continuous emergence of situational teaching problems,more new teaching models or methods evolved from situational teaching have emerged.For example,the object of this study,the context chain teaching method,starts with students' actual life.Contextualization and knowledge-based life enable students' core literacy to be fully developed.This article mainly researches the situation chain teaching method from five aspects,They are as fellows:1.Overview of the research on context chain teaching method.It mainly discusses the research background proposed by the subject,the current status ofresearch on the subject domestic and overseas,the purpose of the subject research,and the significance of the research,and finally the research methods and content adopted by the institute.2.The educational theoretical basis of the subject.We have selected five educational theories as the theoretical basis of the context chain teaching method,which are situational cognition and contextual learning theory,constructivist learning theory,contextual learning theory,teacher Li Jilin's situational teaching theory and activity learning theory.3.Research on the theoretical basis of the subject.First of all,I define the key words in the project,and then put forward the main form,the establishment principle and the creation strategy of the context chain teaching method.4.Research on teaching application practice.The author divides the practical research into three parts by carrying out practical teaching in Fuzhou No.1 Middle School in Jiangxi Province,which are the preparation stage(establishing the research object,variables,assumptions,and plans),and the implementation stage(before,during,After-school activities),summary evaluation phase(detailed analysis report based on interviews and paper-and-pencil test results).5.Research conclusions and reflections.By summarizing the research data analysis reports obtained from teaching practice,it is concluded whether the theoretical research part of the context chain teaching method meets the middle school chemistry teaching practice,and reflection of the problems existing in my own research.The limitations of this teaching method under the objective conditions of chemistry teaching in middle schools,as well as the direction of subsequent research.