Based On Interest-led Advanced Research On High School Chemistry Classroom Interest

With the advent of the new era,education is undergoing unprecedented profound changes,and the development of student core literacy has become a new orientation of educational value.Today,when the development of the core literacy of students is strongly advocated,how can classroom teaching be reformed to effectively promote the development of student literacy? Throughout the ages,interest has always been the best and most powerful teacher for students to learn,leading students to navigate the vast ocean of knowledge.Therefore,this research focuses on interest in classroom teaching and recognizes that interest has different sources and manifestations,so that its functions are different.Therefore,advanced research on interest is proposed.Only by continuously understanding the source and value of interest can we effectively stimulate and guide interest in classroom teaching,so that deep-seated interest can occur,and then the interest can be raised to interest,forming the intrinsic motivation of students to learn independently.Help students release potential energy,actively explore knowledge,achieve deep learning,and achieve literacy training.Based on the existing research results of interest in classroom teaching,this research deeply understands the nature of interest,and puts forward the theoretical hypothesis that there is an advanced level of interest.This is also the unique innovation of this research.This research attempts to understand the source and manifestation of interest as a whole from the theoretical level,explore the relationship between the function of interest and its source and manifestation,and demonstrate the validity of the hypothesis of advanced interest at the theoretical level.On the basis of forming an overall understanding of the theory,go deep into the specific high school chemistry knowledge,and study the important compounds of iron as examples,so as to deepen the understanding of the source of interest,manifestation and function,and better realize the stimulation and stimulation of effective interest.Lead and promote the learning and development of students.This research mainly adopts literature research method,theoretical analysis method,interview method and case analysis method.Based on the in-depth understanding of interest,conduct in-depth analysis of the source of interest,expression form and functional relationship,construct an advanced concept system of interest,and combine it with high school Chemistry knowledge presents corresponding teaching examples,which more intuitively demonstrates the differences of interest functions at various levels.There are 6 chapters in this research:Chapter 1 Questions are raised.Explains the reason for the topic selection,research content,research significance,and core concepts that need to be clarified.Chapter 2 Literature Review.It mainly summarizes the "four-point breakthrough" teaching paradigm and domestic and foreign research on interest concepts,interest levels,interest functions,interest stimulation,and interest advancement.Chapter 3 Theoretical basis.Introduce the cognitive development theory,Bruner's cognitive theory,synesthesia theory,Habermas' s interest theory,the four-stage theory of interest development,the interest mechanism in the teaching process,and the deep learning theory.It also expounds the enlightenment of related theories for this research,and then lays the foundation for the subsequent theoretical interpretation.Chapter 4 Advanced Analysis and Examples of Interests.It mainly includes the interpretation of the concept system of low-level interest,intermediate interest and high-level interest,and presents teaching examples led by various levels of interest,as well as the understanding of advanced interest in classroom teaching.Chapter 5 Teaching examples of advanced division of interests-take "Iron important compounds" as an example.Chapter 6 The conclusion of this research.The main research results of this study include:First,based on the overall understanding of the source and manifestation of interest in classroom teaching,study and divide the role of interest in classroom teaching,and demonstrate the scientific nature of the division at the theoretical level.Second,divide the interest in classroom teaching into low-level interest,middle-level interest and high-level interest,and creatively put forward the concept of advanced interest.Third,on the basis of the overall cognition,relying on the high school chemistry textbook published by the People's Education Edition,taking the important compound knowledge of high school chemistry iron as an example,three types of teaching examples led by different levels of interest are constructed.