Design And Practice Of High School Chemistry Teaching Based On Knowledge Construction

With the deepening of quality-oriented education,the concept of student-oriented education has become more and more popular.Because school education has been affected by exam-oriented education for a long time,and the phenomenon of large class size still exists widely,in order to improve the teaching efficiency,school education still adopts knowledge acquisition teaching,lays emphasis on the output of results and ignores the construction process,and adopts inquiry teaching in a superficial way.Knowledge construction is a process of establishing and perfecting students' knowledge structure under the guidance of constructivism learning theory and driven by certain learning tasks.In this process,learners' analysis of learning information or cooperation with others not only produce new meaning and improve the original knowledge,but also pay attention to the process of students' knowledge construction and thinking development,truly achieving student-centered.Through literature research,this paper sorts out the research process and achievements of knowledge construction at home and abroad,defines the connotation of "knowledge construction" and "knowledge construction ability" on the basis of literature analysis,and makes clear the two aspects of cultivating students' knowledge construction ability:Individual knowledge construction ability and group knowledge construction ability,and constructivism theory,situational cognition theory and cooperative learning theory are described.Then to interview combined with teacher questionnaire interviews with students in the form of higher the students' knowledge construction,from the meaning of knowledge construction and function of knowledge construction,implementation,individual knowledge construction and collaborative knowledge construction four Angle to investigate the students' knowledge construction condition,the teacher guides the student to knowledge construction of investigation.The results show that both students and teachers recognize the role of knowledge construction in understanding knowledge and cultivating thinking ability,but the effect of knowledge construction in class is not good,and the development of students' knowledge construction ability is mainly unbalanced in knowledge processing ability,application ability and communication ability.Combined with the results of the survey,three instructional design strategies are proposed to promote knowledge construction: situational teaching strategy,inquiry-based teaching strategy focusing on knowledge formation and modification,mind mapping strategy to improve knowledge structure,and instructional design model based on knowledge construction.Select similar two classes for experimental classes and class that in comparative classes,in the experimental class using the teaching strategy of promoting knowledge construction and teaching mode of teaching,that in comparative classes,respectively,of the conventional teaching practice,after completion of the teaching content,to investigate experimental classes,and that in comparative classes of knowledge construction,combined with the teacher evaluation,evaluation of experimental classes of students in class,The practice effect is analyzed from three aspects.Results show that although the experimental classes the students' ability of knowledge acquisition and knowledge application ability change is not significant,but the experimental class student responsibility,sharing and listening,oral communication and cognitive attitude has a certain degree of change,that is based on knowledge construction design strategy and mode of teaching is helpful to the development of students' knowledge construction ability.