The Study On Chemistry Instructional Design And Practice In Junior High School Based On Variation Theory

After a long period of new curriculum reform,the vast majority of front-line teachers have a certain understanding of quality education and can apply it in practical teaching,but there are still some deficiencies.Firstly,this research learned the status of junior high school students learning chemistry and junior high school chemistry difficulties from a large number of junior chemistry teachers.It was found that students could not transfer and apply the knowledge they had learned,which led to the decrease of students’ classroom learning efficiency and made it difficult to achieve the teaching objectives.In order to change the current teaching situation,this dissertation takes junior middle school chemistry textbook published by People’s Education Press as a reference to carry out research on chemistry teaching based on variation theory.This dissertation is composed of five parts.The first part is the introduction,which introduces the background,content,method and significance of this research.The second part states the origin of variation theory and the understanding of variation theory to learning.The third part determines the teaching design cases shown in this study through literature review and questionnaire survey,and gives the principles and strategies for implementation.The fourth part preliminarily establishes the instructional design model based on variation theory,and designs three instructional design cases of new teaching,review class and experimental inquiry class.In the fifth part,SPSS 26.0was used to organize and analyze the data of the experimental group and the control group to determine the effect and influence of variation theory on students’ learning and teachers’ teaching.The results showed that the design and practice of junior high school chemistry teaching based on variation theory studied in this paper is conducive to improving the logical thinking ability and the ability of students to transfer and apply knowledge,cultivating the interest of students in learning chemistry,and cultivating the chemistry core literacy of students to a certain extent.This research is also helpful to teachers themselves which helps them to form a new understanding of the content of the textbook,change the educational concepts and approaches,and effectively improve the professional quality and practical ability.The study also contributes the innovation to the junior high school chemistry instructional design.Regardless of the type of lesson,the strengths and characteristics of chemistry subject should be given full play.While teachers conduct deep excavation of textbooks to guide students to learn deeply,they should fully reflect the life situations and chemical experiment,which cultivate the awareness of scientific inquiry and develop the thinking of students.