Studies On Innovation Experiment Teaching Of Middle-School Chemistry Based On Quantitative And Qualitative Combination

Macro-identification and micro-exploration,scientific spirit and social responsibility,evidence reasoning and model cognition,change concept and balance thought,experimental inquiry and innovation consciousness are the five core literacy of high-school chemistry in the high school chemistry curriculum.The experimental part is an important part of the high school chemistry textbook.This proportion is more than50%,but teachers do not value the teaching of the experiment due to the influence of the traditional concept.As result,there is often no innovation in the ordinary teaching,just according to the direction of textbook.In response to this problem,this thesis focused on changing the form and mode of the classroom,changing students' learning concepts and teachers' teaching concepts,and cultivating students' experimental exploration and scientific spirit,and at last,certain innovations in experimental teaching.The combination of quantitative and qualitative thinking is the cultivation of students' ability to learn from the perspective of macroscopic identification to the perspective of microscopic analysis.However,in traditional experiments,qualitative experiments are emphasized,and the phenomenon of quantitative experiments is still ubiquitous.This thesis takes the daily experimental teaching in the student learning as the starting point,and studies the teaching combining quantitative and innovative experiments.It is hoped that the students will learn from the perspective of macroscopic identification to the perspective of microscopic analysis,so that students can understand the chemical changes of quality and quantity fostering the scientific thinking of combining students' quality and quantity,and enhancing the awareness of thinking.The main contents of this thesis include:(1)In theory,it summarizes the research status and development status of quantitative qualitative and innovative experiments at home and abroad,then discovers the problem,proposes the purpose and significance of the research,and then conducts the feasibility analysis of the research and organizes the relevant theories.The characteristics of quantitative qualitative and innovative experiments were concluded and the theoretical foundation is laid for research.(2)In terms of methods,it is studied by literature analysis method,questionnaire method,classroom reaction method and interview method.(3)In practice,the questionnaire surveys and interviews with middle school students and teachers were carried out to understand the understanding and attitudes of middle school students and middle school teachers on quantitative qualitative and chemical innovation experimental teaching.The development of quantitative qualitative and chemical innovation experimental teaching was also investigated.The problem and attention on combining quantitative and qualitative was put forward.(4)Finally,it was concluded that the combination of quantitative and innovative experiments can not only create a lively and interesting teaching situation,but also motivate students,and can improve the efficiency of teachers' teaching and facilitate the implementation of the new curriculum reform concept.The combination of the study of student knowledge and the cultivation of thinking is very fruitful in the value of educational research and education.Quantitative to qualitative combination is favorable for training students' macro-identification to micro-exploration of chemistry disciplines and cultivating students' experimental practice ability.For some teachers,ordinary teachers can not only attach importance to quantitative teaching but also attach importance to qualitative teaching,and cultivate students' scientific thinking,inspiring and referential.As last,it points out the shortcomings of the research,and suggests the advices and research prospects.