Senior High School Students' Chemistry Modeling Ability Eduaction

The prerequisite for achieving "science and technology is the first productive force" is to have many scientific and technological talents,and science education is a necessary way to cultivate talents.It can be found from the scientific education programs formulated by countries all over the world that "models" have become one of the focuses of general concern.In the 2017 Senior High School Chemistry Curriculum Standards,China clearly put forward the "Evidence-Based Reasoning and Model-Based Thinking" literacy.The purpose is to enable students to establish a cognitive model,and to be able to use explanation chemical phenomena to reveal the essence and law of the phenomenon.As a tool with functions that promote understanding,interpretation,communication and prediction,the model helps students understand and master scientific knowledge and skills.From the perspective of constructivism theory,modeling based teaching presents the process of scientific models from birth,development,revision and improvement.Compared with directly presenting scientific models to students,modeling education gives students the possibility to take ownership and participate in the joint construction of scientific knowledge It is helpful for students to understand the way in which knowledge is generated,and to transfer modeling ideas to the problem solving in daily life.Therefore,in the real classroom,how to cultivate students' modeling ability is particularly important.This research summarizes the current research status of domestic and foreign models,modeling and training modeling capabilities.Explain the research purpose,significance,content and method of this study.Base on Constructivist theory and Multiple Representations theory as the theoretical basis.Based on the scientific education modeling model and modeling capability framework proposed by J K.Gilbert et al,A questionnaire was designed to test the status of students' modeling capabilities.According to the survey results,the modeling teaching principles for developing students' chemical modeling ability are proposed:(1)the principle of openness;(2)the principle of joint participation;(3)the principle of reaching consensus.Based on the perspective of the scientific model development process,the following modeling instructional design and implementation sequence were developed:(1)understand the learning objectives,provide analog modeling experience;(2)exchanges and discussions,expressing model;(3)show clues;(4)Restore historical scenarios and use chemistry history teaching.In order to test the proposed modeling teaching principles,design implementation sequence,and the feasibility and effectiveness of the strategy,two parallel classes with equivalent basic levels in the second grade of a high school in Guilin City were taken as the research object.The research content was Fundamentals of Organic Chemistry(Optional 5),which was carried out One-semester modeling skills training teaching practice.Using classroom observation and paper-and-pencil testing to test the teaching effect,the following conclusions are drawn: Modeling-based teaching has promoted the development of students' modeling ability.The experimental class students have developed significantly in the ability to collect information,analogy experience,integrate information,visual model and combined visual model;There are differences in the development of the modeling capabilities of male and female students.There are differences in the development of the modeling ability of male and female students.Male students in the experimental class are superior to female students in collecting experience ability,analogy experience ability,visual model and combined visual model ability;Improve the chemistry score,the overall performance of the experimental class is better than the control class.Due to the constraints of the research time,the locality of the research object and the researcher's own capabilities,the modeling teaching principles,implementation sequence and strategies proposed in this study still need to be further improved and perfected,and the conclusions obtained still need to be further confirmed in the subsequent teaching practice.