Practical Research On The Creation Of Junior Middle School Chemistry Teaching Situation Based On Knowledge Processing Mechanism

With the continuous advancement of basic education curriculum reform,junior middle school chemistry teaching requires students to learn to think,learn to learn,and to use knowledge to solve problems in different situations in the process of chemistry learning.The research on the teaching situation is the core issue of the basic education curriculum reform and is of great significance.The knowledge processing mechanism is also a product of the continuous development and progress of cognitive psychology.Mastering the different stages of knowledge processing and its internal mechanism has great practical significance for efficient teaching and learning.Therefore,this wisdom is integrated into chemistry teaching.It is very necessary.This research introduces the research based on knowledge processing mechanism into the field of chemistry teaching,combined with related theories such as pedagogy and psychology,creatively constructs the creation of teaching situations based on knowledge processing mechanism;then combines actual teaching to design unit teaching cases;Finally,an empirical study was carried out,and two parallel classes taught by the same teacher with no significant differences were selected as the research objects to verify the effectiveness of the creation of the junior middle school chemistry teaching context based on the knowledge processing mechanism.The content of this paper is mainly divided into six parts,as follows:The first part: determine the topic.Through the analysis of the literature,understand the research content and results of the knowledge processing mechanism and the teaching situation creation,and explain the current research status at home and abroad.The significance of the topic selection is explained from the aspects of curriculum reform,cognitive psychology development and teacher-student development.The second part: Definition of core concepts and theoretical basis.This part first defines the five core concepts of knowledge,knowledge processing mechanism,context,teaching context,and teaching context creation,and then relies on cognitive assimilation theory,learning transfer theory,constructivism theory,contextual cognition theory,and brain science theory.A theoretical analysis of the creation of the junior middle school chemistry teaching situation based on the knowledge processing mechanism provides theoretical support for the entire research.The third part: The theoretical construction of chemistry teaching situation creation based on the knowledge processing mechanism.This part of the research is based on theoretical combing,starting from the principles and categories of the creation of the junior high school chemistry teaching situation based on the knowledge processing mechanism and expounding in detail.First,the creation of the junior high school chemistry teaching situation based on the knowledge processing mechanism should follow the logic,knowledge,experience,The principles of goal,interest and integrity,and then,based on the knowledge processing mechanism,the junior high school chemistry teaching situations created mainly include life-oriented teaching situations,chemical history teaching situations,news events teaching situations,chemistry experiment teaching situations,and science and technology frontier teaching Situation.Finally,according to the three stages of the knowledge processing mechanism,a strategy for the creation of the junior middle school chemistry teaching situation is proposed.The fourth part: Case development for the creation of junior middle school chemistry teaching situation based on knowledge processing mechanism.This part of the research content is selected from the ninth grade chemistry "Solubility","Common Acids and Alkali" and "Common Salts in Life" of the People’s Education Edition,designing a chemistry teaching context based on the knowledge processing mechanism,and designing the corresponding Instructional design is used for empirical research.The fifth part: the practical research on the creation of the junior middle school chemistry teaching situation based on the knowledge processing mechanism.This part uses the case of junior middle school chemistry teaching situation creation based on the knowledge processing mechanism to carry out teaching demonstration in two classes taught by the same teacher with no significant difference.After the demonstration,the teaching effect was tested in the form of unit test papers,student questionnaires,and teacher-student interviews.Through the sorting and analysis of the data,the following conclusions were obtained:(1)The junior middle school chemistry teaching situation based on the knowledge processing mechanism is conducive to stimulating students’ interest in learning chemistry,and the classroom learning atmosphere is strong.(2)The junior middle school chemistry teaching situation based on the knowledge processing mechanism is conducive to the achievement of the three-dimensional teaching goal.(3)The junior middle school chemistry teaching situation based on the knowledge processing mechanism has been recognized by students and teachers.The sixth part: Research summary.It summarizes the shortcomings of this research,and puts forward relevant constructive suggestions on the creation of a knowledge processing mechanism-based junior high school chemistry teaching situation from the perspective of teachers,in order to provide a certain reference for the teaching practice of frontline teachers.