Research On The Application Of Life Situation Creation In Senior High School Chemistry Teaching ——Take Elemental Compounds As An Example

With the continuous reform of global education,the basic education curriculum in China is also undergoing reform and development.According to the General Chemistry Curriculum Standards for senior high schools issued by the Ministry of Education（2017edition and revised in 2020）,teachers should pay attention to cultivating students ’core literacy of chemistry in teaching,creating specific life situations from students’ daily life experience,carrying out inquiry teaching,and cultivating students’ exploration spirit and innovative consciousness.High school chemistry knowledge,especially element compounds,is closely related to daily life,so it is of great significance to carry out life situational teaching with element compounds as an example to improve students ’s core chemistry literacy.In this paper,through combing the relevant literature at home and abroad,the cut-in point of life-oriented situational teaching is explored,and the relevant concepts are defined on the basis of elaborating the theoretical basis of the research;Through the student questionnaire survey and the teacher interview,the problems existing in the current high school chemistry life situation teaching are made clear;By clarifying the characteristics of high school chemistry life situation teaching,the principle of the creation of life situation is clarified,the strategy of the creation of life situation is constructed,the application process of life situation is elaborated,and the teaching case is designed and the teaching practice is carried out according to the creation strategy and situation application process,and the following teaching results are obtained:（1）Life-based situational teaching has changed students’ cognition of chemical knowledge;（2）Life-based situational teaching increases students’ interest in learning chemistry;（3）Life-based situation teaching improves students’ academic performance in chemistry;（4）Life-based situation teaching improves students’ ability of knowledge transfer and application;（5）Life-based situation teaching enriches teachers’ teaching methods.The thesis is divided into five parts:The first part is to sort out the literature,elaborate the research background,research purpose and significance,and determine the research method.The second part expounds the theoretical basis of the research and defines the relevant concepts.The third part is through student questionnaire survey and teacher interview,find out the existing problems of chemistry life situation teaching in senior high school.The fourth part is to analyze the characteristics of life situation teaching,clarify the creation principle of high school chemistry life situation,construct the creation strategy of life situation,and elaborate the application process of life situation.The fifth part is to design the teaching case,carry out the teaching practice,obtain the practical results,and draw the practical conclusion.Based on the research practice,the following conclusions are drawn:（1）Creating life situations can enrich students’ cognition of chemistry knowledge;（2）Creating life situations can improve students’ core chemistry literacy;（3）Carrying out life-oriented situational teaching can help teachers to implement diversified evaluation methods;（4）Carrying out life-oriented situation teaching can promote the individual professional development of teachers.