Research On The Teaching Of Chemistry In High School Under The Theme Of "Chemistry And Social Development"

The high school chemistry discipline core accomplishment is the high school student development core accomplishment important component,is the student comprehensive quality concrete embodiment.High school chemistry curriculum is set up to form the core quality of chemistry as the main purpose,based on the needs of students to adapt to modern life and social development,and comprehensively demonstrate the value of chemistry curriculum learning to future development.Chemistry is not only an important basis of science and technology such as material science,life science,environmental science,energy science and information science,but also closely related to economic development and social civilization.The ultimate goal of education is to return to life,and the pursuit of curriculum reform is to enhance the connection between subject content and society and life.Therefore,it is of great significance to carry out the research on chemistry life teaching under the theme of "chemistry and social development" to improve students' scientific literacy.Ordinary high school chemistry curriculum standard will be "the rational use of chemical science and technology" "materials science and chemical knowledge of human health" "cherish the rational exploitation of natural resources and energy" "food and drug safety," "environmental protection" and so on many aspects identified as "chemical and social development" theme of education,a clear "chemical and social development" theme ",highlight the practice " the procedure of teaching,let the subject knowledge and emotion in the process of students' learning and exploring get rich and the development,guides the student to focus on social hot issues,related to the chemical through the rich variety of teaching methods,improve classroom teaching,Understand the important role of chemistry in social development.Under the theme of "chemistry and social development",the teaching of chemistry in daily life should pay attention to the creation of problem scenarios based on students' actual life experience and cognitive basis,and design a variety of activities such as inquiry,debate and investigation,so that students can obtain rich chemistry knowledge and learning experience.Therefore,on the basis of expounding the causes,practical significance and research methods of high school chemistry life teaching research,this study tracked and summarized the domestic and foreign research situation,explored the theories supporting the research,and defined the relevant concepts of the research by combing the relevant literature of "chemistry and social development" and "chemistry and life".Through the questionnaire survey,the problems existing in the current high school chemistry life-oriented teaching are clarified,the life-oriented teaching model of chemistry is constructed,and the life-oriented teaching path of chemistry is defined.According to the teaching path,this paper designs the case of chemistry life teaching and carries out the practice of chemistry life teaching.Through the analysis of teaching practice results,the practical results of chemistry life teaching were obtained,such as(1)novelty of teaching guidance,(2)relaxed atmosphere,(3)prominent subject and(4)strong initiative.The paper is divided into four parts:In the first part,through literature review,the reasons for the research,the significance of the research and the research methods are explored.The second part expounds the theoretical basis of this research and defines the relevant concepts of life-oriented teaching.The third part analyzes the investigation data of life-oriented teaching,constructs the life-oriented teaching model,and designs the life-oriented teaching path and teaching principle of chemistry.The fourth part,design the teaching program,carry out the teaching practice,carry on the teaching practice and the research summary.Through the research on the theory and practice of life-oriented teaching,the following conclusions are drawn :(1)life-oriented teaching is helpful to stimulate students' interest and improve the quality of classroom teaching;(2)life-oriented teaching helps to enhance students' independent learning ability and improve the independent construction of knowledge;(3)life-oriented teaching is conducive to the development of students' personality and ability;(4)life-oriented teaching is conducive to the cultivation of students' academic literacy.