Design And Practice Of Senior School Chemistry Teaching Based On Chemical Production Situation

With the reform of the new curriculum and the college entrance examination,the material of chemical production situation has become an important material in the college entrance examination situation,which reflects the social value of chemical knowledge and tests the students' chemical learning ability.At present,the research on situational teaching mainly focuses on four aspects: the way of creating problem situation,the situational teaching research of specific teaching cases,the functional value of situational teaching and the situational research of chemical test questions.The research on teaching practice based on chemical production situation is less.According to the requirements of Chemistry Curriculum Standards for General Senior High School(2017 Edition)for teaching,combined with the trend and examination requirements of questions of chemistry technological process in college entrance examination in recent years,the author puts forward the research topic of teaching design and practice based on chemical production situation,in order to provide new ideas for promoting the innovation of chemistry situational teaching and improving students' ability to integrate knowledge,analyze and solve problems,so as to realize the implementation of literacy in the classroom.By analyzing the research status of situational teaching at home and abroad,combined with the development requirements of the new curriculum and the reform of the college entrance examination,an interview outline and a questionnaire are designed to investigate the current situation and suggestions of front-line chemistry teachers on the use of situational materials in chemical production,understand students' cognition,attitude and interest in situational materials,in order to provide a practical basis for the construction of chemical production situation material resource database integrating texts,pictures,sounds and videos,and the implementation of teaching based on chemical production situation.On this basis,the paper makes an indepth analysis of the test questions and the chemical production situation in the actual classroom,and takes the situational cognition theory,constructivism learning theory and learning transfer theory as the guidance,takes the development of students' subject core literacy as the main purpose,takes the real problem situation as the carrier,and chemical knowledge as the tool to solve problems.Combined with the particularity of chemical production situation and the logical route from situational materials to the generation of classroom teaching situation,a teaching model based on chemical production situation was constructed from the perspective of teachers and students to guide students to participate in practice and problem solving.Finally,according to the structure of the teaching model,the teaching procedure based on the chemical production situation is put forward:(1)select materials and implement objectives;(2)create situations and present information;(3)extract information and design problems;(4)participate in practice and integrate knowledge;(5)return to the situation and solve problems;and design specific teaching cases according to the use of teaching model and program.In order to test the feasibility and effectiveness of the teaching model and teaching program based on chemical production situation designed in this study,the author takes the classes with the same foundation of senior one and senior two in a middle school in Qinzhou as the research object,and carries out an empirical study on the teaching practice.In the process of teaching practice research,we use a variety of situational materials,including self-made micro lesson situational materials,and use the paper and pen test method and interview method to analyze the teaching effect,focusing on detecting the changes of students' ability to integrate knowledge,analyze and solve chemical problems,and students' interest and attitude towards chemical production knowledge.The following conclusions are drawn: the chemistry teaching in senior high school based on chemical production situation improves students' ability to integrate knowledge,analyze and solve chemical problems,stimulates students' interest in learning chemical production knowledge,and promotes the formation and development of students' chemical core literacy.In this paper,we build a chemical production situational material database integrating texts,pictures,sounds and videos,which provides a teaching resource reference for front-line chemistry teachers.Due to the short time of teaching practice,the limitations of teaching research objects and their own knowledge and experience,the effectiveness of the chemical production situational material database and teaching model constructed in this study need to be further studied in the future teaching practice.