Chemistry Teaching Research Promoting The Development Of Junior Middle School Students' "Scientific Inquiry And Innovation Consciousness"

The core literacy of student development in the chemistry subject is specifically the core literacy of the chemistry subject.The core literacy of the chemistry subject is an important part of the core literacy,and "scientific inquiry and innovation consciousness" is an important dimension of the core literacy of the chemistry subject,which reflects the unique functions and values of the chemistry discipline.The teaching research of "scientific inquiry and innovative consciousness" literacy helps students develop the core literacy and core literacy of the chemistry discipline.At the same time,it helps the country cultivate innovative talents and build an innovative country.The junior middle school stage is the enlightenment stage of the student's chemistry learning career,which has great fundamental significance for the future development of chemistry learning and "scientific inquiry and innovation consciousness".This research is guided by the advanced model theory of "knowledge to ability to accomplishment" developed by Professor Wang Lei of Beijing Normal University.Carry out a series of work such as the status quo investigation of junior high school students' "scientific inquiry and innovation consciousness" literacy development,the refinement of teaching strategies,the development of instructional design,the design of pre-and post-test questions.Eventually,the goal of promoting the development of junior middle school students' "scientific inquiry and innovation consciousness" literacy is achieved.The six teaching cases involved in this study are from the five first-level themes in the chemistry course of compulsory education,specifically: "Inquiry into the human body inhaling air and exhaled gas","The role of manganese dioxide in the reaction of decomposing hydrogen peroxide to produce oxygen","The mystery of matter","Composition of water","Law of conservation of mass","Burning and extinguishing".Through this study,the following conclusions were obtained:(1)The four teaching strategies used in this study: enriching the types and levels of chemistry experiment exploration activities,focusing on the implementation of variable control ideas,establishing the logical relationship between viewpoints and conclusions and evidence,constructing mutual transformation ideas of life problems and chemical problems.All of these are conducive to students' learning and understanding of chemistry knowledge and the improvement of chemistry subject ability,and promote the development of students' scientific inquiry and innovation consciousness.(2)Teaching research guided by the advanced model theory of "knowledge to ability to accomplishment" is conducive to promoting the development of students' scientific inquiry and innovation consciousness.Through the statistical analysis of the students' pre-and post-test results in six cases,the results of the three monthly exams and the final test,it is found that the experimental class students' chemistry learning performance and chemistry subject abilities are better than those of the control class students who receive conventional teaching.Among them,the first-level ability elements of the experimental class students: transfer innovation ability,the second-level ability elements: the ability to recognize memory,analyze and explain,simple design,innovative thinking are higher than the control class and have a significant difference from the control class;The average grades of the three monthly exams and the final exam are higher than the control class,and the results of the second and third monthly exams are significantly different from the control class.The average grades of the experimental inquiry questions in the three monthly exams and the final exam of the experimental class are higher than the control class,and there is a significant difference from the control class.It can be seen from this that the teaching practice of this research to promote the development of the qualities of "scientific inquiry and innovation consciousness" of junior middle school students is effective.