Middle And High School Chemistry Experiments To Connect Teaching Practice Research

The new curriculum standards point out that the core literacy of the discipline is the correct value concept,the necessary character and the key ability that are gradually formed through the study of the subject,of which the development of students' ability has attracted much attention.Chemistry is an experiment-based subject,and the ability to experiment in chemistry is an essential basic ability for students,and experimental teaching is an important means to develop students' ability to experiment in chemistry.With the further deepening of chemical experimental knowledge,there are differences in the teaching methods of chemical experiments in junior and senior high schools,so it is of great significance to do a good job in the articulation of chemical experiments in junior and senior high schools,which is of great significance to the development of students' chemical experimental ability.Through the preparation of questionnaires to investigate the current situation of students' experimental chemistry learning,it was found that the existing problems were mainly as follows: the degree of interest in chemistry was not high;the experimental learning method was limited;the learning purpose was not clear;and the experimental knowledge context was not clear.Combined with the survey results and the review of the research on the articulation of middle and high schools and the ability of chemical experiments,the research objectives and ideas are clarified,and the concepts of chemical experiment teaching,bridging teaching and chemical experimental ability are defined in combination with the literature.Combined with the relevant contents of "gas preparation","solution preparation","substance testing" and other related contents,the differences between middle and high school experiments are analyzed from the three aspects of textbook content,teaching methods and ability training,and the teaching strategies for the experimental articulation of middle and high school experiments are proposed to promote the development of students' experimental ability: study the curriculum standards and teaching materials,and excavate the entry point of the connection;design differentiated teaching to promote the advancement of experimental ability;strengthen the exchange of middle and high school teachers,grasp the starting point of experimental ability;build an experimental knowledge framework to improve the efficiency of problem solving;strengthen the guidance of experimental learning methods.Optimize the learning model,implement diversified evaluation,and develop experimental reflection ability.In order to test the effect of teaching strategies on the development of students' experimental ability,teaching practice was carried out in a middle school in Neijiang City,Sichuan Province,where there were one or two classes of the same level.A preliminary evaluation is based on the students' classroom performance,combined with after-class exercises,post-experimental ability test papers,and final exams.The results showed that the overall score of experimental ability of the experimental class was higher than that of the control class,which had a significant difference,and the final score of chemistry was also slightly higher than that of the control class.Through the independent sample T test of the scores of experimental sub-abilities in the post-test paper,it was found that there were significant differences between the experimental protocol design ability and experimental evaluation and reflection ability of the two classes.It shows that the teaching designed in combination with the teaching strategies proposed in this study can promote the development of students' experimental ability to a certain extent.Due to the limitations of the level of research ability and teaching experience,the horizontal distribution breadth of experimental subjects is not enough,so there is a certain deviation in the test of teaching effect.It is hoped that in the future teaching work,the proposed teaching strategy will be further tested and improved by expanding the sample capacity.