Classroom Application Research Of High School Chemistry Teachers On Chemistry Models

The new curriculum reform of high school chemistry advocates five core literacy,and puts forward new and higher requirements for curriculum standards.Among them,the curriculum reform clearly proposes that students should know that they can establish cognitive models through analysis and reasoning,and use models to explain chemical phenomena.To reveal the nature and laws of phenomena.The model plays an important role in chemistry.The model method is the scientific method that students must master in scientific research.At the same time,model thinking is the necessary thinking for students to conduct chemistry learning independently.The application of the model by the teacher in the teaching will affect the students' learning of the model and the mastery of the model method.Therefore,it is very necessary to study the application of the chemistry teacher classroom model and find out the application of the classroom model.This paper mainly takes the application of high school chemistry teacher classroom model as the starting point,based on theoretical research,and uses questionnaires,case studies and interviews as research methods to divide the article into three parts.The first part: the first and second chapters of the thesis.The first chapter introduces the research background and research significance.By sorting out the domestic and foreign research on model and model teaching application,it finds the shortcomings of research at home and abroad and improves it to determine the research methods and research purposes.The second chapter defines the core concepts related to chemical models and the theoretical basis of education in this study.The second part: the third and fourth chapters of the thesis.The third chapter uses the questionnaire survey method to investigate the teacher's cognition of the chemical model by conducting a questionnaire survey of 40 high school chemistry teachers,and provides a basis for the application research of the teacher classroom model.The fourth chapter uses case analysis and interviews to observe and record the teaching process of three high school chemistry teachers,and analyze how teachers construct chemical models in the classroom.After-school interviews with three teachers to understand the principles of high school chemistry teachers' choice of chemical models and the purpose of applying chemical model classroom teaching.The third part: the fifth chapter of the thesis.Summary and reflection,based onthe above research and analysis,the following conclusions are obtained: Firstly,high school chemistry teachers have a correct understanding of the nature of the chemical model,but there are still insufficient understandings of other characteristics of the model,such as presentation form and model function;secondly,high school chemistry teacher The choice of chemical model is based on the dual factors of curriculum and syllabus,and they tend to choose an intuitive and concise chemical model;Thirdly,high school chemistry teachers are consistent with the general idea but not perfect for the construction model and process of the model;Fourthly,high school chemistry teachers focus on the model The actual use of the model ignores the value of the model itself.Finally,this study puts forward suggestions for the application of high school chemistry teacher classroom model,hoping to more effectively exert the value of the chemical model.