A Three-stage Junior High School Chemistry Experiment Teaching Practice Research Based On Study Case And Micro-lecture

Chemistry is a natural subject based on experiments.Chemistry learning is inseparable from experiments.Chemistry at the junior high school stage is basic and enlightening.Through visits to various schools at all levels in Wanzhou and surrounding areas,we learned that the local junior high school chemistry experiment,especially the student experiment is generally low,the experimental methods and teaching methods are simple,the teaching effect is not satisfactory,especially with the outbreak of the new crown epidemic in 2020,the experimental teaching resources of teachers in live teaching are even more lacking.Based on this,on the basis of constructivist learning theory,humanistic theory and micro-learning theory,the author proposes a three-stage teaching strategy based on study plans and micro-classes: Before class,teachers will share study plans and micro-classes to Dingding,Tencent Classroom and other online platforms for students to complete their own preview,clarify learning goals and the main line of the class.During the class,the teacher combines the micro-classes with the problems on the study plan as the main line to organize students to conduct classroom inquiry learning in group cooperation,discuss and complete the important and difficult knowledge of this lesson,after class,upload the learning resources such as micro-classes and interactive courseware to the network platform for students to review and consolidate and complete knowledge internalization.Then,using literature research,questionnaire survey,case practice,interviews and observations,and relying on the instructor's project,taking two parallel classes in a junior high school in Yunyang,Chongqing City as the research object,the study plan,micro-classes and interactive courseware are introduced into the experimental class.The three stages of the students' experiment before,during and after class inspect the teaching effect.The results of the study show that:(1)Under the implementation of the three-stage teaching strategy of study plans and micro-classes,students' attitudes towards chemistry experiments have been greatly changed,and their interest in learning chemistry and the ability to observe and analyze problems have also been improved.(2)This teaching strategy disperses the learning process before,during and after class,can make full use of the fragmented time of students,can better reflect the main status of students in the classroom,and make classroom teaching more substantial.(3)Completion of 8 compulsory experiments in junior high school chemistry study plan writing,micro-class recording and interactive courseware production,not only can be used to assist experimental teaching,to a certain extent to compensate for the impact of students' experiments,but also can be used as teaching Resources are provided to some rural junior high schools with insufficient experimental conditions.(4)The writing of study plans,the recording and editing of micro-classes,and the production of interactive courseware put forward higher requirements on teachers' abilities,prompting teachers to continuously improve their own comprehensive abilities and teaching and research abilities.In case of accidents(such as the new crown pneumonia in 2020)when online experimental teaching is needed,teachers will have more abundant teaching resources.Although this teaching strategy can improve students' hands-on ability and self-learning ability,there are still a lot of contents to be perfected in study plans due to the limitation of t research time,such as micro-classes and interactive courseware,and the number of case implementation samples is also small.These problems need to be continuously improved in the follow-up work.