Research On The Teaching Strategies And Practice Of Procedural Knowledge In High School Chemistry

Chemistry is a basic discipline that studies the composition,structure,properties,changes of substances and their applications at the atomic and molecular levels,and in the past,chemistry classroom teaching was dominated by double-based education,which emphasizes basic knowledge and basic skills.However,with the update of educational philosophy,chemistry is not only concerned with students' mastery of knowledge and skills,but also in the "Chemistry Curriculum Standards for Ordinary Senior High Schools-2017" issued by the Ministry of Education in 2017,it is clearly pointed out that the senior high school chemistry course is the implementation of the "Virtue and Education" principle."An important vehicle for the fundamental task of promoting the formation and development of students' core knowledge in chemistry.The requirement for knowledge is no longer simple understanding and comprehension,but requires students to be able to discover problems in study and life,and to use existing knowledge and methods to comprehensively analyze the various effects that chemical processes may have on nature,that is,to put forward higher requirements for knowledge application and students' ability.However,in the current high school chemistry classroom teaching,teachers' knowledge classification is vague,the connotation of procedural knowledge and the stages of acquisition are unclear,and the choice of teaching strategy is not scientific.The author's review of the literature reveals that in recent years there have been more studies on the connotations of procedural knowledge and fewer on the teaching strategies of procedural knowledge.Among them,there are very few studies on teaching strategies of procedural knowledge in chemistry,and most of the teaching strategies of procedural knowledge are not sufficiently known about the current situation of students' learning of procedural knowledge and teachers' teaching of procedural knowledge before they are proposed.When procedural knowledge teaching strategies are proposed,they are also rarely tested in practice.Based on this,this thesis develops the research and practice of teaching strategies of procedural knowledge in high school chemistry.Based on the previous research,an extensive literature review and analysis was conducted to understand the connotation,classification,and learning process of procedural knowledge.Problems in student learning and teacher teaching of procedural knowledge are identified through questionnaires,teacher interviews,and teaching observation.From the problems,teaching strategies for each stage of procedural knowledge learning will be analyzed and examples of procedural knowledge will be given using the Optional 4 Principles of Chemical Reaction.Finally,design and practice teaching cases with specific procedural knowledge,obtain teaching feedback,and draw practical conclusions that teachers who understand the connotation and learning process of procedural knowledge,choose appropriate teaching strategies for procedural knowledge based on students' current learning situation and use them appropriately can improve students' current learning situation and increase the efficiency of learning procedural knowledge.