High School Chemistry Class Heterogeneous Case Study

In 2001,China issued the "Outline of Basic Education Curriculum Reform",which comprehensively promotes the reform of basic education curriculum,and has new requirements for teachers' teaching ability.At present,most teachers' teaching concepts and methods have undergone promising changes.Modern teaching methods such as cooperative learning and inquiry learning and multimedia technologies have been widely used in classroom teaching in elementary and middle schools.However,the lack of effective classroom teaching is still a very common phenomenon.How to comprehensively improve the efficiency and quality of chemistry classroom teaching in high school through teaching design is an important issue that needs to be explored and practiced urgently."Same class heterogeneity" is an effective form of teaching and research activities that came into being,and it has begun to be widely used in basic education research.Through the analysis and analysis of heterogeneous cases in the same course of "Chemical Energy and Electricity",the differences and similarities are compared.The aim is to take the section of "Chemical Energy and Electricity" as an example to provide some practical teaching suggestions for high school chemistry teachers in the teaching of chemistry concepts and theories,to help teachers better implement teaching,and to have a certain degree of education and teaching Inspiration and practical value.The main content of this research is to observe the three high-quality classroom cases from the perspective of heterogeneity in the same class,complete the transcription,and compare and analyze the characteristics of the three high-quality classes in Chemical Energy and Electricity.Research methods such as literature analysis,classroom observation,and comparative research are adopted.The research is carried out from three dimensions: teaching process design,teaching behavior,and specific teaching process,and summarizes the different design characteristics of the three teachers based on the teaching content of chemical energy and electrical energy.Through analysis,we can see that the three teachers' teachings have their own characteristics: Teacher A pays attention to the details of teaching,attaches importance to problem-solving skills and implementation.Teacher B pays attention to the disciplinary value and ideological connotation of knowledge,and emphasizesideological penetration.Teacher C pays attention to method teaching and helps students to summarize the methods and ideas used in the inquiry process through activities.Based on this,it is concluded that the high school chemistry concept and theory curriculum has the following characteristics:(1)from the perspective of instructional design,focusing on clear goals and logical logic;(2)from the perspective of teaching behavior,focusing on the creativity of activities and the theme Fit degree;(3)from the perspective of the specific teaching process,pay attention to the infiltration of ideas.Based on the research conclusions,the author puts forward the following teaching suggestions:(1)teachers should focus on training students' emotional factors in teaching design;(2)high school chemistry teachers should focus on creative teaching behaviors in the implementation of new curriculum standards;(3)The use of model construction and concept construction in the specific teaching process can improve teaching quality.It is hoped that the majority of high school chemistry teachers will pay more attention to their teaching concepts and improve their teaching ability in classroom teaching.