Research On The Current Situation Of Middle School Chemistry Model Teaching

As one of the important scientific methods,the model method has important practical significance for students to understand scientific concepts,improve the ability to solve problems,and learn scientific research methods.Since the 21st century,many researches on scientific models have emerged in an endless stream.The application of scientific models has become more and more common.It has become one of the most commonly used methods in science education,and it has facilitated the mastery of scientific basic knowledge and basic skills,and cultivated students’ innovation.Practical spirit has played a big role.Scientific model education has been popular in the international community for a long time,and the chemical model as a concrete embodiment of the scientific model in the field of chemistry has received more and more attention in recent years.The international theory and practice of chemical model education were studied earlier.So far,a relatively complete theoretical system has been formed.However,the research on chemical model education in China is only a history of nearly 30 years.The time is short and the starting point is low.Most of them focus on the concept analysis,classification of chemical models and their application in practical teaching.At present,there has been no systematic investigation of the research on the status quo of domestic chemistry teaching in middle schools.This thesis starts from two perspectives of teachers’ chemistry model teaching and students’ chemical model learning.It uses theoretical and practical research methods to discuss the status of chemical model teaching in our country,in order to provide reference for chemical model teaching,and promote chemical model education theory.The system is perfect.This paper expects to explore the current situation of chemistry model teaching in middle schools through text analysis,questionnaire surveys,case studies and interviews on the basis of previous studies.The paper mainly includes the following seven parts:Ⅰ.Introduction:Research background and significance,research content and methods,and technical route.Ⅱ.the research review:Introduction to the theoretical basis of this paper,domestic and foreign research status,the definition of the relevant concepts of the study and determine the chemical model classification in this study.Ⅲ.from the curriculum standards,chemistry textbooks and examinations from the three angles to summarize the types of chemical models in the middle,characteristics and learning requirements found that curriculum standards,chemistry textbooks and examinations for students of chemical model learning requirements are different.IV4.invite university professors and first-line chemistry teachers to carry out expert review on the chemical models that have been sorted out,and based on the opinions of experts,consider and revise them to determine the more important chemical models to ensure the reliability and validity of quantitative investigations.V.Taking the middle and senior high schools in Xi’an and Yulin,Shaanxi Province as examples,teachers and students adopt semi-open questionnaires and closed-ended questionnaires respectively to investigate the status quo of chemical model teaching of middle school teachers and the current status of students’ chemical models.Descriptive analysis,comparative analysis,difference analysis and regression analysis were performed on the questionnaire.It was found that high school students mastered material models and symbol models far more than thought models;students mastered chemical models higher than course standards and examination requirements but were less demanding than teachers;junior high school students had a greater degree of mastery of chemical models.Large regional differences and school differences,high school students have regional differences in the degree of mastery of the model but the school differences are not obvious;the chemical model of the same module has a greater cognitive relevance.VI.choose experienced teachers to conduct chemical model teaching case analysis,use interviews to understand the current state of chemistry model teaching and existing problems.VII.The conclusions,inspirations and prospects of this study,analysis of results and inadequacies,and formulation of future research plans.