| Physical Chemistry is an important specialized core course in college chemistry,and its knowledge permeates all aspects of high school chemistry and plays an important role in the teaching of high school chemistry.The new era aims to cultivate well-rounded people,and teachers’ learning reserves and ability to apply their teaching skills affect students’ learning outcomes.In order to meet the learning needs of different students,the new curriculum reform has placed higher demands on the knowledge base and teaching ability of secondary school chemistry teachers.Therefore,an effective connection between high school chemistry and physical chemistry knowledge is particularly important for developing students’ core chemistry literacy as well as improving the effectiveness of secondary school chemistry classroom teaching.This study aims to explore the intrinsic relationship between high school chemistry and physical chemistry knowledge and realize the effective connection between high school chemistry and physical chemistry knowledge,and promote the teaching of high school chemistry.Firstly,the literature research method is used to review the research status of the connection between middle school chemistry and university chemistry,middle school chemistry and physical chemistry,and determine the research content and ideas.Secondly,the differences between high school chemistry and physical chemistry courses are compared at the level of educational philosophy.Using text analysis to compare the compulsory and optional compulsory chemistry textbooks of the People’s Teaching Edition(2019 Edition)with the first and second volumes of Physical Chemistry(5th Edition)edited by Fu Xiancai of Nanjing University,analyze the presentation of the overall knowledge of physical chemistry and the knowledge of “Phase Equilibrium” in the high school chemistry textbooks and explore the connections and differences between high school chemistry and physical chemistry knowledge.Subsequently,a questionnaire was compiled to investigate the cognition of high school students,college chemistry normal students,and high school chemistry teachers on the connection between high school chemistry and physical chemistry knowledge,and summarized the basic situation and learning difficulties of students learning physical chemistry knowledge,teachers’ mastery of physical chemistry knowledge and teaching status,and the attitude trend of teachers and students to the connection between high school chemistry and physical chemistry knowledge.Based on the results of the questionnaire survey,and under the guidance of constructivism theory,nearest development area theory,and other systematic theories,taking the knowledge of “phase equilibrium” of physical chemistry as the entry point and developing "purification of coarse salt" and “ferroalloys” Two teaching designs for bridging the knowledge of high school chemistry and physical chemistry.The teaching design of “purification of coarse salt” was selected for teaching articulation practice,and then a questionnaire survey was conducted on the practice objects to analyze the teaching connection effect.The study concluded that:(1)The connection between high school chemistry and physical chemistry knowledge is conducive to facilitating the teaching and learning of high school chemistry classrooms,and improving students’ learning interest and knowledge reserve.(2)The integration of physical chemistry knowledge into high school chemistry teaching is conducive to students’ in-depth understanding of high school chemistry knowledge.(3)The connection between high school chemistry and physical chemistry knowledge is conducive to cultivating students’ subject core competencies,and developing the ability to relate theory to practice,apply knowledge,and conduct a cooperative inquiry.Finally,aiming at the connection of high school chemistry and physical chemistry knowledge,teaching suggestions to achieve effective articulation are put forward from the perspective of teachers and students,hoping to provide a reference for subsequent teaching articulation research. |
