Practical Research On Life-oriented Teaching In High School Chemistry Teaching

Life-oriented teaching is a teaching method with teachers as the leading role and students as the main body,aiming at improving students’ ability to analyze and solve problems.With the in-depth advancement of the new curriculum reform,advocating the transformation of high school chemistry classroom teaching methods,life-oriented teaching has become a topic of concern for many front-line teachers.The application of chemical knowledge in production and life is very extensive.Combining this feature,this thesis connects high school chemistry teaching with life.Based on life situations,it asks questions,stimulates students’ interest in chemistry learning,and improves problem analysis and problem solving.to promote the understanding and mastery of knowledge,thereby improving academic performance.This article is divided into five parts,the main contents are as follows:The first part:research introduction.Based on the research background of the new curriculum standards,the needs of the college entrance examination reform,the needs of social development and the current situation of high school chemistry teaching,the research significance and research methods of this paper are put forward by consulting Chinese and foreign literature.By reviewing the current research status at home and abroad,the research content and research ideas are determined.The second part:Concept definition and theoretical basis.This part mainly defines the concepts related to life-oriented teaching,and expounds the relevant theoretical basis of this research.The third part:the investigation and implementation process of the current situation of life-oriented teaching.In the form of student survey questions and teacher interviews,the current situation of life-oriented teaching in the practice school is understood.The good thing about the survey results is that the teachers and students of the school have a high degree of recognition of the life-oriented teaching,and the disadvantage is that the life-oriented teaching is in the school has not attracted attention,and the teachers’ teaching concept is still backward.Then,combined with the results of the literature research,the life-oriented teaching process is proposed:creating a situation,asking questions,analyzing problems,solving problems,and summarizing.The fourth part:the design and practice of teaching cases.Select the three cases of "the nature of chlorine","the nature of sulfur dioxide",and "important compounds of aluminum" in the compulsory 1 of the People’s Education Edition for teaching practice research.Using living materials as the basis for chemical knowledge,ask questions and guide students to analyze problems using existing knowledge and experience.Have knowledge and experience to analyze problems,draw conclusions and solve problems through teaching organization such as independent thinking,group discussion,and experimental inquiry,promote students’ understanding and mastery of knowledge,improve students’ability to analyze and solve problems,and then improve academic performance.Part V:Practical effect analysis.The practical effect of life-oriented teaching is evaluated from three aspects:questionnaire survey,classroom behavior observation and performance comparison.Through the pre-and post-test surveys of the questionnaire,it is found that the students’ learning interest,learning efficiency,and awareness of life knowledge have improved.Through the observation of classroom behavior,it is found that the performance of the students in the experimental class is better than that in the control class in terms of learning initiative and enthusiasm.Through the analysis and comparison of students’ performance,it is found that the average grade of the experimental class at the end of the term is significantly higher than that of the control class,indicating that life-oriented teaching can promote students’ understanding and mastery of knowledge and improve students’ academic performance.Part VI:Research conclusions.To a certain extent,life-oriented teaching can improve students’learning interest and learning efficiency,improve the relationship between teachers and students,and enhance students’ ability to apply what they have learned and their sense of social responsibility.In general,life-oriented teaching has very important practical value.