New Curriculum In The Context Of APOS Theory In Chemistry Concepts Applied Research In Teaching

With the promulgation of the new chemistry curriculum standards in 2017,the new requirements of chemistry teaching in senior high school are pointed out,the development of chemistry core literacy has been further promoted,the reform of classroom teaching also came into being.The chemistry education in middle school should help to develop the students' chemistry core literacy,the concept of chemistry is the cornerstone of middle school chemistry knowledge building,undertake the responsibility of cultivating students' chemical core accomplishment.In order to promote the development of five core qualities of chemistry more effectively,this paper introduces the basic theory of APOS,integrate it into the classroom teaching of chemical concepts,provide new chemistry teaching ideas for middle school teachers.The APOS theory initiated by Dubinsky consists of four stages: Action,Process,Object and Schema.The theory focuses on the effectiveness of the learning process,helps students understand the essence of concepts step by step,and the knowledge is constructed on the existing schema,optimize and innovate a perfect cognitive structure.This study is an innovative attempt based on APOS theory in chemistry concept teaching,in order to enhance students' enthusiasm for chemistry learning,improve the enthusiasm of students to participate in class,and then promote students to develop good learning habits,finally implement chemistry core literacy.Based on the above elaboration,this paper is divided into the following six parts,the specific contents are as follows:The first part: Introduction.This chapter briefly introduces the relevant research background of this paper,and put forward the purpose and significance of this research,finally,clarifies the research content and methods,as well as the design of research ideas.The second part: Literature review and definition of core concepts.The research and current situation of APOS theory at home and abroad are discussed,and the research and present situation of chemistry concept teaching at home and abroad,define the concept of chemistry,concept teaching and APOS theory.The third part: It mainly expounds cognitive structure theory,concept acquisition theory and constructivist learning theory.The fourth part: To investigate the learning of chemical concepts in senior high school students,a questionnaire was distributed to 95 students in grade one of a senior middle school in Xi 'an city,and conducted question interviews with 5 high school chemistry teachers,so as to sort out the current situation of chemistry teaching.The fifth part: Based on the APOS model architecture a suitable model for classroom teaching of chemistry concepts,and the teaching model is applied to the actual classroom,at the same time,the effectiveness of its application is analyzed quantitatively and qualitatively,it is proved that the theoretical model can broaden chemistry teachers' cognition of teaching theory,quietly promote the students' chemistry core literacy to take root.The last part: Conclusion and prospect.Through the detailed statement,investigation,practice and analysis of the previous five parts,summarize the conclusions of this paper,the specific contents are as follows :(1)This paper investigates the status quo of students' learning of chemical concepts and clarifies the related problems of students' cognition of chemical concepts;(2)Combined with APOS theory,a teaching framework suitable for this study was constructed,it is clearly proposed that teachers need to predict students' activities,process stages and possible problems in classroom cooperative inquiry when doing teaching design,and promote activity well,so that the teaching framework can be effective and achieve the curriculum objectives;(3)On the basis of understanding the status quo of students' learning of chemical concepts,to build a teaching framework based on APOS theory,and apply it to the contents of “amount of substance”,“dispersion system and its classification”,through case experiments and quantitative and qualitative evaluation.The results indicate that the class using this method improved their academic performance,there has also been a marked improvement in students' study habits,at the same time,the existing problems of this research are reflected,and the future research prospects are put forward.