Research On The Application Of High School Chemistry Knowledge Structuring In The "four-point Breakthrough" Teaching Paradigm

Based on the reality of basic education,the "four-point breakthrough" teaching paradigm analyzes the current situation of education,focuses on classroom teaching,and actively explores the effective path of current classroom teaching reform by combining the characteristics of the times.The core connotation of the "four-point breakthrough" teaching paradigm is to open up interest and emphasize that interest comes from knowledge ontology.In its perspective,the knowledge ontology has rich connotations,and thus interest is embodied in it,and interest guidance is realized in the continuous generation of knowledge.Among them,the structural relation of knowledge ontology is one of the core connotations of knowledge ontology and has the potential power of generating interest.Based on the "four-point breakthrough" teaching paradigm for the overall exploration of the source of interest,this paper focuses on the structural relationship of knowledge ontology,recognizes the structural tendency of knowledge,and recognizes that knowledge is interrelated,and proposes the knowledge structure.From the perspective of integration and connection,interest occurs when knowledge structure is cognitively related to the learner's cognitive structure,and in the comprehensive knowledge and the deepening of the interest in cognitive process of constant development,rise to purport and then make the students' learning motivation by inside.Guided by modern educational teaching theory,psychological theory and new curriculum teaching concept,this study starts from the core connotation of the "four-point breakthrough" teaching paradigm,returns to the ontology of knowledge,focuses on the source of interest,and proposes that knowledge structure is an important source of interest,which is also the innovation of this study.This paper tries to understand the connotation of knowledge structure and its meaning in the field of chemistry from the theoretical level,and then it is applied to the "four-point breakthrough" teaching paradigm and the relationship between interest.On the basis of the formation of the overall theoretical understanding to the specific high school chemistry knowledge,take the redox reaction as an example to carry out the application research,so as to deepen understanding of interest,to achieve interest guidance,to promote the student's learning ability and development.The core content of this research is mainly reflected in four aspects.Firstly,on the basis of the clear definition of the core concepts and the review of relevant literature,the paper elaborates the theoretical foundation concretely,and its revelation for the purposes of this study,so as to lay a foundation for subsequent theoretical interpretation.Secondly,combined with the theoretical basis to deeply understand the structural connotation of knowledge,after the formation of the overall understanding of the structure of high school chemistry knowledge,in-depth analysis of its connotation.Thirdly,it tries to explore the interest connotation of knowledge structure and the inner relation between the interest and the knowledge ontology,and deepens the viewpoint that the interest comes from the knowledge ontology.Fourthly,on the basis of theoretical research and combining with teaching practice,this paper takes "redox reaction",an important knowledge system of high school chemistry,as an example,and uses high school chemistry knowledge structure to construct interest-lead teaching.This study not only analyzes at the theoretical level,but also constructs at the application level,which is closely combined to form the research results:Firstly,on the basis of the core connotation of the "four-point breakthrough" teaching paradigm,it is proposed that knowledge structure is an important source of interest,and its scientific nature is demonstrated at the theoretical level.Secondly,the overall understanding of the relationship between knowledge structure and interest further proves that the interest comes from the knowledge ontology rationality and educational value.Thirdly,on the basis of the overall cognition and relying on the curriculum standards and teaching materials,this paper takes the chemical redox reaction knowledge in senior high school as an example and uses the knowledge structure to construct an interest-lead teaching design cases.