Research On The Teaching Practice Of Chemistry History In Junior Middle School Based On Scientific Methods

Using chemical historical facts to help students understand the formation and development of chemical concepts and the important role of experiment in the development of chemistry is an important way for teachers to practice the new curriculum;The establishment,extension and expansion of knowledge points,the connection of knowledge points and knowledge points must have the factor of scientific method.Aiming at the chemistry classroom teaching in junior middle school,this study puts forward the chemistry history teaching based on scientific methods,that is,the chemistry history is taken as the main teaching line and the carrier of the content of scientific methods.In the teaching process of chemistry history,the scientific methods are infiltrated into students through the narration of historical facts,experimental reproduction,analysis and guidance,and the scientific methods are summarized and sublimated at the end of the classroom.Through the text analysis method,this study reads the relevant literature at home and abroad,analyzes and arranges the questionnaire and interview contents,conducts the survey and interview of junior middle school front-line teachers and students around "chemical history" and "scientific methods",and designs the case of three classes of junior middle school chemistry,Through the action research method,the case of "the composition of water" was taught in a junior middle school in Hefei.According to the teachers' opinions,students' subjective feedback and homework,combined with self reflection,some conclusions were drawn.According to relevant theoretical research and practical exploration,this study draws the following conclusions:(1)Teachers highly agree with the educational value of chemical history and scientific methods,but they are less used in teaching practice because they do not know enough about chemical history and pay enough attention to it;Teachers' understanding of the educational function of chemical history is one-sided,basically only in stimulating learning interest and improving emotional attitude;(2)This study designs three junior middle school chemistry teaching cases,including design ideas,teaching analysis,teaching objectives and detailed teaching process.Junior middle school chemistry knowledge is relatively basic,and there is a lot of room for design at the level of thinking,methods and skills.Junior middle school is a good stage of infiltrating scientific methods,and there are still many teaching cases that can be developed;(3)Through the teaching practice of the composition of water,combined with self teaching reflection,teachers' evaluation opinions,students' feedback and homework,it is found that students have interest and value recognition in the history of chemistry,and pay high attention to the "chemical method" and "decomposition method",but it is still difficult to understand the research ideas of the composition of pure elements.