Practical Research Of The Organic Chemistry Teaching Based On Chemistry Subject Understanding

The teaching of chemistry subject understanding is another hot research topic after the promulgation of the “General High School Chemistry Curriculum Standards(Revised in 2020)”.From the discussion of teachers’ chemistry subject understanding to the teaching exploration of literacy based on subject understanding,it is finally extended and implemented in the improvement of students’ subject understanding level and literacy development.This is the core orientation of the current teaching research of chemistry subject understanding.Based on this background,the research on the teaching practice of chemistry subject understanding is conducted.After the analysis of the domestic and foreign research status,it is indicated that the existing research on teaching chemistry based on subject understanding reveals the following problems:(1)the connotation and dimension of chemistry subject understanding need to be further improved;(2)the analysis of specific chemistry knowledge based on subject understanding is limited,and the research on its teaching status in deficiency;(3)the design of teaching with literacy based on chemistry subject understanding is unclear,and the teaching examples are not sufficient enough.Therefore,on the basis of relevant existing research,this study identifies and defines various dimensions in chemistry subject understanding through literature interpretation and expert consultation.After analyzing the characteristics of the content of organic chemistry in terms of subject understanding,it designs questionnaire and investigates the status quo of chemistry teaching based on subject understanding.By referring to the findings,the thesis at last summarizes some essential ideas of designing the teaching of organic chemistry based on subject understanding,and it conducts a series of teaching practices,from which some inspirations are drawn.Chapter one expounds on the research background,purpose and significance,content and innovation points,ideas and methodology.Chapter two mainly defines the concept of understanding,subject understanding and chemistry subject understanding and summarizes the research’s theoretical foundation.Chapter three summarizes the current situation of domestic and foreign research on chemistry subject understanding,organic chemistry teaching,and the teaching of “methane” and“acetic acid”..Chapter four examines status quo of organic chemistry teaching from the perspective of subject understanding.First of all,it identifies the dimensions of chemistry subject understanding,with which the characteristics of “methane” and“acetic acid” are analyzed.Then,some interview questions relating to the two topics are formulated and the survey done.After that,the students’ learning of organic chemistry is measured.With all the information,the “teaching” and “learning” of organic chemistry based on subject understanding is understood and inspected.In Chapter five,based on the investigation of current situation and existing research,the ideas of designing organic chemistry teaching based on subject understanding are summarized,the strategies and steps of teaching design are included.Chapter six presents the teaching practices.Taking “methane” and “acetic acid” as examples,the thesis displays the design and implementation of teaching organic chemistry based on subject understanding.After the lectures,some students are interviewed,and their knowledge understanding before and after the class are evaluated and compared.In that way,both subjective and objective information are processed.From the teaching practice,inspirations for various parts are drawn,such as the teacher,students’ literacy cultivation and the chemistry classroom development.Finally,this study is summarized and reflected on the shortcomings of this study from the reliability of dimension division,the validity of teacher survey sample and the sufficiency of student evaluation analysis.Research on teaching organic chemistry based on subject understanding is constantly advancing and of far-reaching significance.The chemistry subject understanding deeply moistens the classroom should be the direction of teachers’ joint efforts in the future.All teachers in chemistry are expected to work on enriching their lectures with a profound subject understanding.