Research On Bridging Teaching Of "Metals And Their Compounds" In Junior And Senior High Schools

General high school chemistry curriculum is a basic education curriculum connected with compulsory chemistry curriculum,with the 17 th edition of the "general high school chemistry curriculum standards" promulgated,the problem of chemistry teaching in junior high school has once again been highlighted,how to solve this problem has become the real needs of the vast number of front-line teachers.The knowledge of "metal and its compounds" occupies an important position in middle school chemistry and is an important medium to cultivate students' core chemical literacy.Supported by the recent development zone theory,constructivism theory and humanism theory,this study analyzes the connection between the junior and senior high school curriculum standards and the knowledge of "metals and their compounds" in the textbook.The freshmen in senior high school conducted a test on the knowledge of "metals and their compounds" in junior high school,as well as a questionnaire survey on the learning status of chemistry.And conducted interviews with junior and senior high school chemistry teachers respectively,and finally concluded that the difficulties in the cohesive teaching of "metals and their compounds" in junior and senior high schools are as follows:great differences in learning contents and difficulties,great differences in teachers' teaching methods,lack of communication and research in cohesive teaching,improper learning methods and weak initiative of students.According to these difficulties,this paper puts forward the cohesive teaching strategies such as "adding teaching research,strengthening feedback communication","studying the textbook of curriculum standards,putting the academic requirements of pulse study","paying attention to the experiment and improving students' interest and ability","strengthening the guidance of learning methods and adapting to the rhythm of senior high school".Finally,through the cohesive teaching practice,it is concluded that the results of the experimental classes with cohesive teaching cases and teaching strategies are better than those of the control classes.There is a significant difference between the two,which can be used as a reference for front-line chemistry teachers to carry out teaching.However,due to the influence of the epidemic and other factors,there are still some shortcomings in this study,such as the sample size is not large enough,the preparation of the questionnaire is not particularly rigorous,and it needs to be improved and revised in the later stage.