Research On The Development And Application Of Chemical Situational Materials From The Perspective Of Large Situation

With the reform and development of the chemistry curriculum,the Ministry of Education issued a new version of the chemistry curriculum standard in 2017.Contextualization of teaching content is proposed in the new curriculum standard.In the study of situational teaching,the author finds that the situational teaching method has evolved into a new model big situational teaching.Compared with the traditional situational teaching method,the big-situation teaching method has more advantages.It can promote the structure of the classes and conduce to the systematization of professional knowledge.Therefore,the theme of this paper is determined to big-situation teaching.Through the investigation and research on the current situation of the use of high school chemistry textbooks and chemistry situations,the principles of developing big situation materials are summarized.Then the author combined the strategy to form a framework for the use of big situation materials.Finally,the framework is used to develop the case for teachers to use the materials to provide guidance.The research in this article includes two parts: theoretical research and practical investigation.In theoretical research,the author analyzed the current situational teaching and the development of situational materials.After the theoretical research,the author summarized the research background of this paper and clarified the significance and function of big-situation teaching.In the literature survey,it is found that the advantage of big-situation teaching is to promote the structure and systematization of students' knowledge.At the same time,it can accelerate the development of advanced thinking.Compared with the theoretical research on the situation-teaching method,the research on big-situation teaching is very limited.There is still a long way to go for big-situation teaching.Theoretical research and practical research need to be further developed.The investigation part includes two modules: textbook analysis and teaching status investigation.The first part is to sort out compulsory chemistry textbooks through textbook analysis.The the characteristics of the situational materials are summarized(1)The integrity of the design of the situational materials;(2)The fit of the situational materials;(3)Attach importance of the subject logic;(4)Related to students' lives.This can provide teachers with necessary support for extracting contextual materials.The second part,includes teachers and students two parts in the current situation survey.The following problems were found in the questionnaire survey of the Grade One students in X Middle School.First of all,under the background of the new National College Entrance Examination,students' interest in learning chemistry has declined.Secondly,the frequency of big situation teaching is not high enough.And the quality of situation materials cannot meet the needs of students' development.According to the investigation of high school chemistry teachers in X Middle School,situational teaching methods and big situation teaching can be accepted by chemistry teachers.But it cannot be used effectively and widely in practical teaching.The quality of the big situation materials provided by teachers is not good enough and cannot fully meet the current needs of students.According to the results of practical investigation and the characteristics of students' cognitive development,the author summarizes the principles of situational material development in the context of the large context:(1)Integrity;(2)Structure;(3)Systematic;(4)Teaching in accordance with the theme.According to the requirements of the big situation teaching,the strategies for selecting situational materials from the perspective of the big situation teaching are summarized :(1)Directive;(2)Emphasis on wholeness;(3)Pay attention to the guidance of the big situation and the connection between the small situation.The formation of context material development framework from the perspective of the larger context provides the necessary theoretical and practical basis for big situation teaching to enter the chemistry classroom.Based on the development framework of situational materials,the case is carried out for the two chapters of "Redox Reaction" and "Ethanol" in the required textbook.In teaching design,the representative materials are selected.Through the situation material layer by layer progressive,realize the student's accomplishment development.In order to verify the effectiveness of large-context teaching,the author carried out teaching practice in X Middle School.The author selected "Redox Reaction" in 4 classes of X to carry out a control experiment.According to the changes in students' interest level in chemistry learning and their scores before and after the experiment,the following conclusions are drawn:(1)Big situation teaching can improve students' interest level in chemistry learning;(2)Big situation teaching is conducive to the improvement of students' academic performance.The results show that big situation teaching can improve students' interest in learning and developing their advanced thinking.Secondly,the framework of the development and utilization of large context textbooks can optimize the process of the development of contextual materials.