A Study On Chemistry Classroom Teaching Strategies To Promote Junior High School Students’ Concept Formation

《The Chemistry Curriculum Standards for Compulsory Education(2022 Edition)》defines the curriculum objectives of "forming chemical concepts,solving practical problems","developing scientific thinking,strengthening innovation consciousness","experiencing scientific inquiry,enhancing practical ability",and "developing scientific attitude and having responsibility",based on core literacy.It can be seen that promoting the formation of students’ chemical concepts is one of the important goals to be achieved in junior high school chemistry curriculum,but the teaching practice shows that the teaching strategy of focusing on the formation of students’concepts in junior high school chemistry teaching needs to be improved.According to the data,there is still a large space to expand the research on the formation of chemical concepts in the field of chemistry education at present.Therefore,based on the chemistry study in junior high school,the author takes changing concepts as an example to carry out related research on the formation of chemical concepts.Firstly,the author analyzes the background of the research through literature analysis and teaching observation,and confirms the necessity and urgency of the research.Through literature review,the author understands the problems that need to be solved urgently in the formation of concepts in the field of chemical education.On this basis,the research content,research ideas and research value of this subject are determined.The basic concepts of concept,subject concept,chemical concept,change concept,concept formation and teaching strategy involved in this subject are defined through theoretical analysis and data analysis.On this basis,through the test method,questionnaire method,oral report method and interview method,the status quo of junior high school students’ concept of change formation,cognitive characteristics and influencing factors are discussed.The investigation results show that the change concept level of junior high school students(junior high school students in some areas of Jiangsu Province):(1)the concept identification level is high;(2)The level of concept understanding needs to be improved;(3)The application level of ideas is not high.The cognitive process of junior high school students forming the concept of change has certain characteristics:(1)The formation of students’ concept of change is a process of constant construction;(2)External prompts can effectively induce students’change concept construction behavior;(3)Horizontal association and vertical abstract generalization are cognitive means to construct the concept of change.At the same time,the investigation results show that the factors affecting the formation of junior high school students’ chemical changes can be divided into internal and external factors.This paper analyzes the students’ own factors,including the interest in chemistry learning,the ability to and summarize,the existing experience and the degree of structure.Chemistry learning content and teachers’ teaching,including the inspiration of teaching strategies,the presentation and arrangement of textbook content and the guidance of teaching evaluation are studied.On the basis of the above theoretical and empirical research,the author puts forward three teaching strategies:"overall planning,systematic design","arousing consciousness,guiding methods" and“strengthening application and emphasizing evaluation".In addition,in two classes of the school where the author works,I have conducted teaching practice research on the teaching of "Molecules and Atoms","Law of Conservation of Mass”and"Chemical Properties of Metals" in three periods and the unit teaching of "Carbon neutralization".The results show that the above classroom teaching strategies can effectively promote the formation of students’ concept of change.