The Research Of Junior Middle School Chemistry Experiment Teaching Strategy Based On "triple Representation"

Chemistry is a science based on experiments.Therefore,chemistry teaching should take chemistry experiments as the basis and core,which should be the viewpoint and understanding that chemistry educators always hold.The basic concepts,theories and laws of chemistry are the basis of learning chemistry.Due to their abstractness,it's difficult for students to understand.In the process of chemistry teaching,teachers can combine the chemical experiment of vividity and interestingness,guides students to characterize the macroscopic phenomena of concrete experiment,help students better understand the chemical basic concepts,and improve the understanding the essence of the related content,to stimulate interest in chemistry course learning.The "micro-macro-symbol" triple representation is a unique way of representing the substance and its changes in the subject of chemistry,which can play a vital role in the chemistry learning.A large number of research results demonstrate that chemical triple representation can solve many problems encountered in chemistry teaching,enable students to understand and absorb important chemical concepts,and become their own power to analyze and deal with related chemical phenomena and problems.The author as a frontline ninth-grade chemistry teacher,found a lot of ninth-grade students' ability of "three representations" is very weak.For example,students struggled building up the connection between microscopic and macroscopic characterization and symbolic representation.Besides,they weren't able to use the "macro","micro representation" and "symbolic representation" to solve the corresponding chemical problems.In order to cultivate the thinking ability of "triple representation" of the ninth-grade students,the author focused on the ninth-grade chemistry experiment and completed this thesis.This thesis is separated into five parts.The first part briefly introduces the abroad and domestic research progress on the application of triple representation in chemistry teaching,which laid a foundation for the direction of this thesis and finally determined the research method and content.The second part is the theoretical research.By combing the related theories of "triple representation",the definition and connotation of "triple representation" were further clarified.Then,combining with the relevant contents of grade 9th chemistry experiments,the teaching model of "triple representation" of grade 9th chemistry experiments was constructed to lay a relevant foundation for teaching practice activities.The third part is the investigation of the current situation of students' "triple representation".Taking the students of grade 9th as the research object,a questionnaire to understand the current situation of the students' triple thinking was designed.The results suggested that different ninth graders had certain differences in using "triple representation" to solve chemical problems.The fourth part is teaching design and teaching practice.Based on the "triple representation" thinking training model,the author carried out the "triple representation" thinking teaching consciously in the experimental class with the three experiments of "molecular motion phenomenon","water electrolysis" and "acid-base neutralization reaction" as the carrier,and then compared the scores of experimental class with the reference class.The results were evaluated in the form of test,simulated teaching,social practice,teacher interview and questionnaire survey,so as to determine the rationality and scientificity of the experimental results.Results indicated that "three representation" junior middle school chemical experiment teaching strategies used in the daily teaching could effectively improve the students' chemical scores and help students better understand and master the basic knowledge and skills.In the daily experiments,the students' experiment attitude was more proper and their experiment quality was improved.On the other hand,students' interest in the entire learning became deeper,their thinking ability was greatly improved,and their comprehensive ability and emotional attitude had been effectively improved.Therefore,it is generalizable that the teaching mode integrating "triple representation" thinking into the chemistry experiment teaching,which is helpful to promote the formation of students' logical thinking,promote the reform of experimental teaching,and provide some references and opinions for related educational workers.