Research On Teaching Strategies Of Chemistry Terms In Junior Middle School

Chemistry as an independent science,and the production and use of chemical terms is the embodiment and symbol of its identity.However,in the junior middle school chemistry study stage,students’ use of chemistry terms is not ideal.Students often feel boring and boring in the process of learning chemistry terms,do not ask for thorough understanding,cannot understand the meaning of chemistry terms,and cannot master and use chemistry terms proficiently,resulting in poor learning effects;and some students have gone through this part of the study,Chemistry grades plummeted,confidence was frustrated,and interest in chemistry studies was reduced or even lost.Therefore,how to maintain students’ interest in learning and effectively improve students’ mastery of chemistry terms is a major problem that the majority of frontline teachers need to think deeply and urgently solve.This study analyzes the reasons for students’ difficulties in learning chemistry language through literature and interview methods,and formulates relevant teaching strategies to address the problems.Then,classes 9 and 10 of the third grade of Chongqing Fuling Bashu Junior High School are used as the research objects.The teaching strategy is applied to teaching practice,and finally the effectiveness of the strategy is verified by means of paper-and-pencil test and teaching observation.The first part of the thesis mainly introduces the reasons for selecting the topic,the current research status of teaching strategies for junior middle school chemistry at home and abroad,and the related theories and research methods involved in this article.Previous research on chemical terms may have problems such as insufficient research and observation time,lack of research on students’ learning process,and excessive emphasis on triple representation thinking in teaching.This research strives to seek breakthroughs and improve on the above problems.The second part summarizes the reasons why students have difficulty in learning chemistry terms through interviews and exchanges with students and teachers with teaching experience,and consulting related documents.Mainly:(1)The learning content of chemistry terms in junior high school is complicated and concentrated,and has similarities with the learning content of other subjects,which makes it difficult for students to quickly digest a large amount of new knowledge in a short period of time,and it is easy to cause confusion between knowledge;(2)The way students learn chemistry terms needs to be improved.During the learning process,students understand chemical terms as a combination of English letters and numbers,and master chemical terms by rote memorization.They cannot establish a triple representational relationship between "macro-micro-symbols",which leads to a lot of errors and omissions when using chemical terms;(3)The teacher’s teaching norms are lacking.The teaching process does not pay attention to the use of teaching language,overemphasizes training reinforcement,and lacks the motivation of students’ learning initiative and the attention to students’ emotional needs.In response to the above reasons,combined with my 6 years of junior high school chemistry teaching experience,I propose the following teaching strategies:(1)Create a situation to stimulate interest;(2)Break into parts and proceed step by step;(3)Differentiate concepts and standardize their use;(4)Look for patterns and connect them into a network;(5)Combine macros and micros to improve thinking;(6)Strengthen practice and consolidate application;(7)Improve quality and demonstrate leadership.Taking classes 9 and 10 of the third grade in Fuling Bashu Junior High School in Chongqing City as the research objects,three teaching cases of "Elements","Chemical Formulas and Valences",and "How to Write Chemical Equations Correctly" are selected to elaborate on the implementation of the above teaching strategies.process.For 9 classes,the relevant teaching strategies are used to teach chemistry language,and for 10 classes,the conventional methods are used.After the completion of the teaching,the students in the two classes were tested on the level of chemistry terms.The results showed that the overall level of chemistry terminology in class 9 was higher than that in class 10.The improvement effect of middle-level students and students with learning difficulties was particularly obvious,and the enthusiasm for chemistry learning was also obvious.Improved.The third part is conclusion and reflection.The implementation of chemistry language teaching strategies has a certain effect on stimulating students’ interest and enthusiasm in chemistry learning,helping students form chemistry thinking,and improving chemistry learning performance.It is of reference significance for teachers’ teaching and students’ learning.Finally,the deficiencies in the research are analyzed,which points out the direction for future improvement.