Investigation On The Teaching Status Of High School Chemistry Process Flow Questions And Research On Teaching Strategies

The college entrance examination is an important turning point in life.It is a test of the results of students' hard study for more than ten years.Therefore,the college entrance examination not only has a selection function,but also plays the role of a baton,guiding the teaching of teachers and the learning of students.Therefore,the high-level examination questions over the years have always been valued by researchers!The new curriculum reform advocates "student-oriented" and emphasizes and cultivates students'core literacy.Looking at the chemistry examination questions since the resumption of the college entrance examination in 1977,it is not difficult to find that the chemistry examination questions of the college entrance examination have gradually transitioned from the original knowledge concept to the ability concept.The emphasis on book knowledge has been transformed into the current emphasis on combining theory with practice,focusing on the ability to use the knowledge learned to solve practical problems,aiming to test the core chemistry of students.The typical representative is that the inference problem from the previous pure theoretical inorganic block diagram has gradually evolved into a process problem closely linked to the actual chemical production.Because the process questions are connected with the actual production and life,the theory and practice are combined,and the core literacy is emphasized,it is very in line with the spirit of curriculum reform,and has the advantage of strong selection function.It has gradually become a new highlight and compulsory examination questions in the college entrance examination in recent years.type.Therefore,a comprehensive and systematic study of the proposition characteristics and rules of the chemical process questions in the college entrance examination and effective teaching strategies are of great significance to the teaching of teachers and the learning of students.This article takes the process flow questions of the national papers ?,?,and ?,Beijing,Tianjin,and Jiangsu papers in the past six years as the research object,and uses statistical comparison and text analysis methods to analyze the characteristics of test questions,scores,test sites,and SOLO difficulty levels.As well as the classification of the core literacy level of the subject,we have carried out data statistics,analyzed the data obtained,and explored the trend of the proposition of the chemical process of the college entrance examination,so as to provide a certain reference for the teaching of teachers and the learning of students.At the same time,in order to in-depth explore the teaching status and teaching strategies of the urban process flow problems that the author teaches,this article adopts the teacher interview method,interviewing 13 high school chemistry teachers at different levels in different schools in the city J city where the author is located,and then sorts,counts,and analyzes the results.According to the data,the current teaching status and deficiencies of the current process problem teaching can be obtained.Next a student questionnaire survey method was conducted to analyze the conclusions obtained,and draw the current situation of the study of the process problems of high school students.Furthermore,the author puts forward an effective teaching strategy based on the previous statistical analysis of the process questions in various regions of the college entrance examination,teacher interviews and student questionnaire surveys in the past six years.Finally,students from two parallel classes in the school where the author teaches are selected as the research objects for teaching experiments.First,conduct a pre-test of the process flow question,analyze the obstacles and reasons for students to answer the process flow question,and then select an experimental class to implement the effective teaching strategy of the process flow question proposed in this study for teaching,and conduct a post-test of the teaching effect after three months to test The effectiveness of the strategies mentioned above is expected to provide a certain reference and method guidance for the teaching of process problems.There are seven chapters in this article:The first chapter is the preface.Including the origin of the problem,the status quo of research at home and abroad,the purpose and significance of the research,research ideas and methods.The second chapter is the core concept and theoretical basis.The core concepts include chemical process flow questions,proposition analysis and teaching strategies,and the theoretical basis includes SOLO classification and evaluation theory,effective teaching theory,etc.The third chapter is the statistical analysis of the process questions in various regions of the college entrance examination in the past six years.Including the statistical analysis of the concept,structure,material background,score,test site,SOLO difficulty level and core literacy level of the process problem.It is found that the process flow questions have a significant score in the college entrance examination,mainly based on the preparation,separation and purification of substances,and the proposition characteristics of strong comprehensiveness and wide knowledge.The difficulty level of SOLO mainly focuses on the level of related structure and multi-point structure.The process questions focus on the examination of the students' core chemistry literacy,with"macro identification and micro analysis","evidence reasoning and model cognition","change of ideas and balanced thinking",the largest proportion of tests,and the level of literacy is mainly concentrated in level 2 and level 3 on.The fourth chapter is the investigation of the teaching status and learning situation of process flow problems.The investigation of the teaching status adopts the teacher interview method.A total of 13 high school chemistry teachers at different levels in different schools in J City where the author teaches were interviewed.Then the interview results were sorted and analyzed,and based on the interview results and data obtained,the city' s craftsmanship was obtained.The current teaching situation of process problems and some shortcomings.The investigation of the learning situation adopts the questionnaire method.The questionnaire selects all the science students in the third grade of the middle school taught by the author as the research object.A total of 612 student papers are issued,and 580 valid questionnaires are finally obtained.After analysis and summary,the learning situation of the process problem is obtained.The fifth chapter is the effective teaching strategy of chemical process flow.First,we must help students overcome their fears and enhance their self-confidence.Next,step by step will develop students' five core literacy,and finally carry out comprehensive training on the core literacy of process problems.The sixth chapter is the teaching practice of chemical process flow.Including the selection of research objects,practical process and practical conclusions to test the effectiveness of teaching strategies.The seventh chapter is the research conclusion and reflection.Including research conclusions,research reflections and prospects for the future.Research conclusion:Most of the chemical process questions in the college entrance examination use minerals or waste residues and waste materials as raw materials to prepare or purify substances.The test sites cover a wide range and the scores are significant.The thinking level is mainly based on multi-point structure(M)and related structure(R).Literacy is mainly based on "macro identification and micro analysis","evidence reasoning and model cognition","change concept and balance thinking",and the level levels are concentrated in 2 and 3.The teaching situation of process flow questions teachers is uneven,and teachers generally lack self-reflection;the students'learning situation is that most students think that process flow questions are difficult,are not confident when facing process flow questions,are afraid of process flow questions,and the process flow scores are common Lower.Through teaching practice,it is shown that teaching based on the effective teaching strategy of process flow questions has a significant effect on cultivating students' chemistry core literacy and the score rate of process flow questions.