Research On Experimental Teaching Mode Of Elements And Compounds

Element and compound knowledge is the main content of chemistry learning and the basis of understanding the principles of chemical concepts.According to Gagne’s learning results,it belongs to "factual knowledge" in "speech information".The knowledge of elements and compounds is trivial and complicated,which is consistent with the learning difficulties of factual knowledge.It is difficult for students to remember and understand the knowledge and learn to apply it at the same time.Students are usually interested in chemical experiments.Students can intuitively see the experimental phenomena,further rise from perceptual knowledge to rational knowledge,and understand the chemical properties of elements and compounds.Therefore,experiment plays a particularly important role in the teaching of elements and compounds.In particular,clarifying the effective mode and implementation points of experimental teaching of elements and compounds,and selecting a reasonable experimental teaching mode according to the knowledge and experimental characteristics of elements and compounds can effectively improve the teaching effect of elements and compounds.This study mainly comprehensively and deeply analyzes the selection and application of the current experimental teaching mode of elements and compounds,and deeply analyzes the interactive behavior of teachers and students in various experimental teaching modes combined with the theory and method of teacher-student interaction analysis of Flanders;It provides some suggestions and references for front-line chemistry teachers to select and apply the experimental teaching mode of element and compound in the teaching of element and compound related contents.Firstly,the thesis summarizes and analyzes the existing research literature related to chemical experiment teaching,chemical experiment teaching mode and element and compound teaching,and defines the basis of the research.After that,the four experimental teaching modes proposed by Mr.Liu Zhixin are analyzed in detail: demonstration teaching mode,experimental induction mode,experimental deduction mode and experimental inquiry mode.Combined with the performance of four links: clarifying problems,obtaining phenomena,forming conclusions and summarizing applications,the classroom observation framework is established.From the platform of "one teacher,one excellent class,one teacher in one class" publicly released in 2017(the year when the chemistry curriculum standard of senior high school(2017 Edition)was implemented),the 30 teaching videos of element compounds were selected to statistically analyze the selection of experimental teaching mode in the lesson examples according to the framework,so as to clarify the selection and application of experimental teaching mode of element compounds.It is found that: in the current experimental teaching mode of elements and compounds,the demonstration teaching mode and experimental inquiry mode are mainly used,but the experimental induction mode is often used,while the experimental deduction mode is less used;The choice of experimental teaching mode of element and compound is closely related to the experimental teaching content;There are great differences in the implementation time of different experimental teaching modes.The time of demonstration teaching mode is the shortest,the time of experimental inquiry mode is the longest,and the time of experimental deduction mode and experimental induction mode is between the two;And the implementation time of each link under the four experimental teaching modes also has its own characteristics.In order to further analyze the specific behavior of teacher-student interaction in different experimental teaching modes and provide reference for front-line chemistry teachers to better apply the four experimental teaching modes to carry out teaching,this thesis constructs an analysis framework of teacher-student interaction behavior in experimental teaching based on Flanders’ s research framework of teacher-student behavior.This framework is applied to analyze the behavior of teachers and students in the experimental teaching mode of different elements and compounds.The results show that there is a high frequency of teachers’ behavior activities under the four experimental teaching modes: general explanation in explanation,analytical questions in questioning,comprehensive questions,questioning,guiding guidance in guidance and teachers’ encouragement and praise,which shows that the above teachers’ behavior is very important no matter which experimental teaching mode.In terms of students’ answers,students in demonstration teaching mode and experimental inquiry mode are mainly descriptive answers,inductive answers and deductive reasoning answers,while in experimental induction mode,descriptive answers and inductive answers are mainly used,and in experimental deduction mode,descriptive answers and deductive reasoning answers are mainly used.Finally,the thesis summarizes the research conclusions,and puts forward teaching suggestions and case display on the four experimental teaching modes according to the research results.In addition,the thesis also reflects and prospects the research.