Research On The Practice Of Chemistry Knowledge Connection Teaching Based On Knowledge Structure In Junior And Senior High Schools

Chemistry in junior high school is the enlightenment and basic stage of chemistry learning.It plays an important role to learn basic knowledge of chemistry in junior high school well.At the same time,in the transition from junior compulsory education stage to senior high school,due to the difference in curriculum standards and textbooks between junior and senior high schools;The differences of teachers’ teaching methods and the degree of cohesion;Part of the students have junior high school knowledge is not firm enough,the concept is not clear enough and other problems,resulting in high school students learning difficulties.The curriculum reform of basic education also attaches more importance to students’ learning connection.For example,The Chemistry Curriculum Standard for General High School(2017 Edition)defines the nature of high school chemistry curriculum: "General high school chemistry curriculum is a basic education curriculum connected with compulsory education chemistry or science curriculum".However,through literature retrieval,it is found that the current teaching form of chemistry teaching in junior and senior high schools is single,and there is a lack of knowledge classification and teaching cohesion form,and emphasis is placed on knowledge cohesion while ignoring the cultivation of students’ learning methods.Knowledge structuralization helps students to understand the internal relationship between knowledge and arrange the knowledge in mind in an organized and systematic way.The knowledge system with structural level is more conducive to the storage and invocation of knowledge.Therefore,this study focuses on the structuring of knowledge to formulate the teaching strategy of chemistry connection between junior and senior high schools and carry out practical research in chemistry teaching.In this study,literature analysis method,questionnaire survey method,interview method and case analysis method were used to prepare the data before teaching practice.Cognitive development theory,constructivism theory,discipline structure theory and zone of proximal development theory are the theoretical basis of knowledge structuring.The main research and practice process is as follows: First of all,relevant literature is sorted out to understand the current status of chemistry teaching connection between junior and senior high schools and the causes of teaching connection problems,so as to clarify the teaching objectives of integrating knowledge structure into connection teaching;Secondly,through questionnaire survey and understanding of the chemistry learning status of senior one students,chemistry teachers in junior and senior high schools were interviewed to understand the current chemistry teaching connection status of junior and senior high schools,which provided practical basis for the teaching practice of this study.Then,the curriculum standards and textbooks of junior and senior high schools in the Human Education Edition are analyzed,and the internal relationship between junior and senior high school chemistry knowledge is explored.The four parts of REDOX reaction,laboratory preparation of gas,chemical calculation,metal and its compounds are selected for cohesion analysis.Finally,under the guidance of pedagogy related theories,teaching cohesion strategies are formulated from three aspects: teachers’ teaching method,students’ learning method and curriculum resource development.Through the cohesion analysis and knowledge type analysis of teaching knowledge,design teaching cohesion strategy and practice research.The teaching cohesion strategy of REDOX reaction design based on the characteristics of declarative knowledge is "analogy-visualization-teaching-writing",and the teaching cohesion strategy of laboratory method of chlorine gas design based on the characteristics of strategic knowledge is "concept schema-creating problem situation-cooperative exploration-writing-evaluation".According to the characteristics of procedural knowledge,the teaching strategy of material quantity in the calculation of chemical equations and iron and its compounds is "knowledge transfer--problem solving--summarization of rules--rule principle--variant exercise".The purpose of this study is to train students to construct systematic chemical knowledge structure by integrating different knowledge types into the teaching of knowledge structure.At the end of the practical research,the teaching effect is tested by sorting out and analyzing students’ class situation,homework feedback and test data.The author summarizes the practical research and comes to the following conclusions :(1)infiltrating the learning method of "knowledge structure" in teaching is beneficial to laying a solid foundation and cultivating good learning methods.(2)Cohesion teaching starts from students’ cognitive development and original knowledge structure,seeks for students’ recent development area and designs cohesion teaching,which can reduce learning difficulties caused by differences in knowledge difficulty.(3)Structuring chemical knowledge can improve students’ cognitive level and promote their development to a certain extent.