Teaching Research On Modeling Of Chemical Atomic Structure In Senior High School

Models are essentially representations of things.Models can be used as a tool or scientific method to help people understand the world.In the process of scientists and researchers exploring the world,the model and the modeling process are considered to be an effective way.Therefore,the modeling process should also play its due role in the process of students' understanding of things and their nature.Teaching should be a combination of model and modeling,and modeling methods should be introduced into first-line teaching.In the process of modeling teaching,students have the opportunity to experience modeling practice activities done by scientists,to enhance students' understanding of scientific concepts,develop students' conceptual understanding,improve students' thinking level,and increase students' interest in deep learning.Therefore,modeling teaching is widely used in the teaching of scientific concepts.This research attempts to carry out modeling teaching on the content of atomic structure to improve the effect of atomic structure teaching.This research first reviews models,modeling teaching and atomic structure teaching,systematically sorts out the value of modeling teaching,and further analyzes the design ideas of modeling teaching from the perspectives of teachers and students,combined with high school chemistry options the characteristics of the part of the required atomic structure content have established the teaching strategy of atomic structure modeling,including: creating a representative model of the atomic structure based on the development history of the atomic structure model;comparing and evaluating each representative model of the atomic structure to clarify the development point of the model;drawing concept maps structure the quantum mechanics model;set high-level driving questions to promote students' understanding of the essence of the atomic structure model;practical application promotes model migration and internalization.Based on the above theoretical analysis and research,the thesis conducts an in-depth analysis of the atomic structure-related curriculum requirements,textbooks,and students' academic conditions,combines the design ideas of modeling teaching,and uses the strategies of atomic structure modeling teaching to complete the atomic modeling teaching.Structure the teaching design plan,and choose 4 parallel teaching classes(A1 and A2 as the experimental group,B1 and B2 as the control group)for teaching practice research.According to the results of student interviews,modeling teaching has obvious effects on improving students' thinking quality.In order to test the effect of the teaching of atomic structure modeling on students' conceptual understanding,we chose the Atomic Structure Concept Understanding Scale as a test tool.The students in the experimental group and the control group were tested separately.The test results showed that the experimental group was in the average ability and total score were significantly higher than those of the control group.Further analysis of the experimental group and the control group's understanding of the concept of atomic structure found that the proportion of students in the experimental group at levels 2 and 3 was significantly higher than that of the control group,proving the use of atomic structure modeling teaching can promote students' in-depth understanding of the concept of atomic structure.The test results also showed that the students in the experimental group were significantly better than the control group in their understanding of concepts such as the electron shell,atomic orbits,and the energy state of extranuclear electrons.The students in the experimental group had largely changed their previous misconception.Combining the situation of students drawing concept maps,we can find that students can form a relatively complete knowledge structure after modeling teaching is completed,which shows that modeling teaching can promote the structure and systemization of chemical knowledge.Finally,we reflected on the research sample size,the improvement of testing tools,and the optimization of teaching design schemes.