Research On Junior Middle School Chemistry Teaching Based On Macroscopic Identification And Microscopic Analysis

The education based on "accomplishment" has become the main melody of present educational reform.Then cultivating students' competency of "macroscopic identification and microscopic analysis" is the essential requirement of chemistry.The formation of Chemical discipline thinking,which is not only beneficial to the students for learning chemistry,but also to a certain extent affects the way students understand the material world.In terms of content setting,"macroscopic identification and microscopic analysis" includes not only the content of high school chemistry curriculum,but also junior middle school chemistry knowledge.Therefore,teachers should guide the teaching of junior middle school chemistry with the ideas of high school chemistry curriculum.This paper focuses on the problem of "how to implement macroscopic identification and microscopic analysis literacy in junior middle school chemistry teaching".It can provide a reference for junior middle school chemistry teachers to cultivate this accomplishment.In the paper,it was first to define the connotation of "macroscopic identification and microscopic analysis" through analyzing the present relative research situation at home and abroad,and combined with the characteristics of junior middle school chemistry curriculum to summarize the knowledge points of cultivating "macroscopic identification and microscopic analysis" and the concrete performance of it in junior middle school stage.Then by surveying situation of the students' "accomplishment" with questionnaires,the results of the survey were analyzed in combination with the teacher interview.According to the survey results and related teaching theories,teaching strategies based on "macroscopic identification and microscopic analysis" were put forward,and these teaching strategies are carried out in junior middle school chemistry teaching design and classroom teaching.Finally,through the comparative analysis of the final grades of the experimental class and the control class,it released the teaching based on "macroscopic identification and microscopic analysis" has achieved certain results.The conclusions are as follows:(1)the concrete performance of junior middle school students is that they can correctly describe the macroscopic phenomenon and identify the substance and its change according to the phenomenon,and they can describe the simple substance and change by chemical symbols.They can classify matter and its change simply from the composition,structure and property of matter,and can also be characterized by chemical symbol and simple calculation.Simple chemical phenomenon can be explained from the particle properties of molecules,atoms and other aspects,then microscopic diagrams can be identified.In a certain situation,they can deal with the problem with the thinking mode of macroscopic and microscopic combination and integration.(2)At present,the overall level of "macroscopic identification and microscopic analysis" of junior middle school students is on the low side,and the situation of the "quantitative calculation problem" and "the problem of microscopic interpretation" is not optimistic,they cannot understand well microscopic concept and establish the connection between macroscopic and microscopic level.The consciousness of macroscopic and microscopic combination is relatively weak.(3)The junior middle school chemistry teaching strategies based on "macroscopic identification and microscopic analysis" are as follows: carrying on the unit integral design in order to plan the development of accomplishment;Paying attention to the consistency of teaching,learning and evaluation in order to monitor the development of "accomplishment";organizing learning activities reasonably in order to improve the ability of "macroscopic identification and microscopic analysis";Creating a real situation in order to provide a carrier for cultivating "accomplishment".(4)there are significant differences between the experimental and the control class in the macroscopic and microscopic integration test,that is,the unit design idea based on "macroscopic identification and microscopic analysis".It can effectively help students to analyze and solve problems from the macroscopic and microscopic perspective,and enhance their chemical performance.