Design And Practice Of High School Chemistry Inquiry Teaching Case With Chemistry History As Main Line

In the newly revised the ordinary high school chemistry curriculum standard,clearly put forward the high school chemistry to develop five core quality,respectively is "identification of macro and micro analysis","the ideas of changes and balance","evidence reasoning and model recognition","scientific inquiry and innovation consciousness","scientific attitude and social responsibility".In the traditional sense,chemistry history teaching mostly focuses on cultivating students' "scientific attitude and social responsibility",while inquiry teaching tends to cultivate students' "scientific inquiry and innovation consciousness"."Based on the history of chemistry as the main line of inquiry teaching" is a clever combination of the two,so that it can play the educational function of 1+1 > 2.Based on the chemical formula for the main line of inquiry is to point to in teaching,through the main line,with abundant chemical materials for classroom excavated from the historical materials about the classroom teaching content,guides the student to place oneself in historical context,to chemical theory,the evolution of the concept of hypothesis,or the development of chemical knowledge,through studying the method of activity to learn scientific thinking,Mastering basic skills of scientific inquiry can improve students' comprehensive ability to some extent,so as to effectively realize the cultivation of students' core literacy ability.This paper mainly adopts literature research method,questionnaire survey method and practice method.Through combing the current situation of the teaching and inquiry teaching of the history of chemistry at home and abroad,it comes to the conclusion that in China,the development of the inquiry teaching research of the integration of the history of chemistry is still in its infancy and needs more efforts to promote.Then,under the guidance of constructivism learning theory and humanistic theory,through the reasonable compilation of teachers and students' questionnaires,the current situation of inquiry teaching and chemistry history teaching is investigated and analyzed.In practical teaching,due to the pressure of examination-oriented education,teachers' inherent teaching habits and other reasons,the teaching of chemical history and inquiry teaching can not be carried out often,which is far from meeting students' interest and needs for the study of chemical history and inquiry learning.For these reasons,According to the basic requirements of instructional design,nurtures the human nature,life,science and knowledge innovation,teaching principle,choose the nature of the chlorine gas and the amount of substance as the object of teaching research,on practice to explore the history of chlorine,Moore evolution for the teaching of the concept of the main line,promote the development of students' science inquiry ability and cognitive model,According to the sequence of collecting and sorting out relevant historical materials and constructing the teaching process,the design and practice of teaching cases are carried out from the aspects of textbook analysis,learning situation analysis,teaching objectives,teaching difficulties and teaching process.Finally,reflection and summary are made according to the actual teaching effects,and questionnaires are conducted again.To understand the real experience of students from the aspects of learning interest,independent learning ability,inquiry ability and so on.Finally,according to the practical results,the exploratory teaching based on the history of chemistry as the main line can effectively improve students' learning interest and comprehensive ability,and in the long run,it can also play a positive role in improving students' academic performance and the overall development of core literacy ability.