A Case Study Of Spiral Teaching In Senior Middle School Chemistry Elective 4

The "General High School Chemistry Curriculum Standards(2017 Edition and 2020 Revised Edition)" advocates that teaching should follow the laws of education and teaching and the laws of student physical and mental development,promote the lively development of each student,and provide"targeted" teaching to them,but teachers mostly focus on teaching practice the teaching of knowledge ignores the combination of teaching and the laws of student cognitive development.In this context,this thesis applies the spiral teaching model to the teaching of high school chemistry elective 4,through the teacher’s step-by-step guidance and a step-by-step teaching process to guide students to learn chemistry knowledge from easy to difficult,from shallow to deep,so as to inspire students interest in learning chemistry and enhance students’ self-confidence in learning chemistry.This research is mainly divided into the following six parts:Part Ⅰ:Introduction.Through the inductive analysis of the research status of the spiral teaching model at home and abroad,it is found that the teaching model is mainly used in vocational education and higher education,and there are few related researches on high school chemistry teaching,especially in elective courses.Therefore,this article applies the spiral teaching model to senior middle school chemistry elective 4 for case studies,and determines the relevant research methods and ideas.Part Ⅱ:Definition of core concepts and theoretical basis.Define the related concepts of the spiral teaching model,analyze the educational theories related to the spiral teaching model,and explain the connection between the theory and the teaching model.Part Ⅲ:The construction of teaching mode.Through analyzing the characteristics of the spiral teaching model,teaching principles,teaching procedures,etc.,combined with questionnaire surveys to understand the current situation of high school students’ chemistry learning,and constructing the spiral teaching model on this basis.Part Ⅳ:Case design and practice.Based on the constructed spiral teaching model and the characteristics of the knowledge content of elective 4,three more difficult contents are selected:"Chemical Balance","Ionization of Weak Electrolytes",and "Hydrolysis of Salts",based on students’existing knowledge the structure,using the spiral teaching mode to make the content of chemistry knowledge appear multiple times,gradually expand,deepen cognition,and gradually develop teaching.For example,take the study of weak electrolyte ionization as an example,according to the spiral teaching rule,the study of weak electrolyte ionization is based on the spiral upward understanding relationship of the electrolyte,the starting point is to divide the compound into electrolyte and non-electrolyte according to the conductive properties of the compound stage;according to the conductivity,the electrolyte is divided into strong electrolyte and weak electrolyte as the second stage;the relationship between the conductivity and the ion concentration,and the relationship between the ion concentration and the ionization degree of the compound is the third stage;the partial ionization of the weak electrolyte the writing of the ionization equation is the fourth stage;the difference in the conductivity of weak electrolytes,the quantitative description of the judgment basis and the ionization constant is the fifth stage;finally,a series of characteristics of the ionization of weak electrolytes are obtained:weak,equal,dynamic,fixed,and variable.Part Ⅴ:Analysis of practical results.After practice,the test results and student questionnaires were used to analyze the teaching effect,and it was found that the average monthly test score was 64.31 points for the experimental class and 60.94 points for the control class;the after-school exercise test scores were 102.1 points for the experimental class and 96.9 points for the control class;the results of the questionnaire survey show:most students think that the spiral teaching model is helpful for understanding and mastering knowledge,is conducive to the improvement of analysis and problem-solving ability,and the interest in the study of chemistry is increased,and the self-confidence is strengthened.Part Ⅵ:Conclusions and prospects.Practical results show that the spiral teaching mode follows the law of students’ cognitive development,can increase students’ interest in chemistry learning,reduce the difficulty of students’ learning chemistry elective 4,have a firmer grasp of basic knowledge,and have a certain promotion effect on students’ learning.It is expected to continue research and exploration in future teaching.