Practical Research On Life-oriented Chemistry Teaching In Senior High School

With the implementation of the new curriculum reform,the traditional teaching model can no longer adapt to the development of the times,and high school chemistry teaching must conform to the development of the times.According to the basic philosophy of general high school chemistry curriculum standards,teachers' teaching should be based on students' existing knowledge and experience and practical experience in life,so that students can realize the close connection between chemistry and life,and help students feel the value of chemistry as a subject.The implementation of the life-oriented teaching method is conducive to cultivating students' interest in learning,improving their ability to solve practical problems,and at the same time giving play to the educational value of chemistry,and fostering students' sense of social responsibility.The research work of this article is as follows:First of all,the author consulted and analyzed a large number of life-oriented teaching literature,and on this basis,explained the research significance of high school chemistry life-oriented teaching.At the same time,the advancement of life-oriented teaching at home and abroad also provides a theoretical basis for the research of this subject.Secondly,through a questionnaire survey of teachers and students,the author acquire an understanding of the level of teachers' cognition toward life-oriented teaching,teachers' attitudes towards life-oriented teaching,the implementation of life-oriented teaching,factors that affect life-oriented teaching,and the level of students' cognition towards life-oriented teaching as well as students' attitudes towards life-oriented teaching,etc.,provide a practical basis for the research of the subject.Thirdly,the author summarizes the strategies for implementing the life-oriented teaching of chemistry in senior high school in four aspects: classroom introduction,teaching content,teaching methods,and after-class consolidation based on literature and work experience in recent years.And this is the key research content of this article.The specific implementation strategies are: creating situations based on life-oriented problems to introduce new courses;using life phenomena to introduce new courses;connecting social hot spots to introduce new courses;using life experience to help students understand abstract chemical concepts;creating life-oriented experimental situations;diversifying teaching methods and closely connecting with life;preparing life-oriented teaching tools;making full use of media in teaching technology;life-oriented homework assignment and test paper.Finally,the author took Nitrogen and its compounds and Ethanol as practical examples of life-oriented teaching,and used questionnaires after class to understand the effect of life-oriented teaching.The survey results show that most students like life-oriented teaching methods and they believe that this teaching method can increase their interest in learning and help them to understand relevant knowledge points.At the same time,they also hope that this teaching method can be used more in future teaching.