The Practical Research Of PDEODE Teaching Strategy In High School Chemistry Teaching

2020 revision of the "ordinary high school chemistry curriculum standard" proposed by the core of the chemical quality mainly includes the "evidence reasoning and model recognition" and "scientific inquiry and innovation consciousness,etc.,made it clear that the students must have a positive consciousness,to establish model and use,the teacher let the students in chemistry learning innovation,diligently practice,daring to question.According to the requirements of the curriculum standards and the characteristics of the chemistry subject,constructing the thinking model and conducting the chemistry experiment teaching have a vital impact on the cultivation of students’ core literacy.The chemistry experiment teaching through PDEODE teaching strategy can precisely achieve the purpose of cultivating students’ chemical core literacy.PDEODE teaching strategy consists of the uppercase first letters of six words: Prediction--Discussion--Explanation--Observation--discussion-explanation.It is a teaching strategy implemented from six aspects of "prediction--discussion--explanation--observation--discussion--explanation".It is a teaching strategy combining theory and practice proposed by Finnish engineering education experts Ranne and Kolari in 2003,and Kolarietal applied it in engineering education in 2005.This teaching strategy has been applied in physics and chemistry teaching abroad.In 2011,PDEODE teaching strategy was applied in classroom teaching in China,which has achieved good results in part of chemistry teaching.The idea of combining theory with practice advocated by this teaching strategy is consistent with the characteristic of combining theory with experiment in chemistry discipline.Therefore,PDEODE teaching strategy is selected in this study for the teaching design and classroom teaching of chemistry experiment,in order to provide reference and guidance for chemistry classroom teaching.Elements and their compounds are one of the main contents of the compulsory chemistry course in high school,which also contains a lot of experimental content.Therefore,the selection and development of appropriate and effective teaching strategies have become an important problem to be solved in the teaching research of this content."Iron and Its Compounds" is a typical example in the knowledge content of elements and their compounds.This study adopts PDEODE teaching strategy to conduct teaching design and classroom teaching in "Iron and its compounds".The main content of this paper is divided into five parts.First: Introduction.Through literature search,this paper briefly describes the research status of PDEODE teaching strategy at home and abroad,introduces the purpose and significance of this study,and clarifies the research object,method and thinking of this study.Part two: concept definition and theoretical basis.This paper defines the concept of model and exploratory experiment,and introduces the theoretical basis of this research,such as PDEODE teaching strategy and constructivism theory.Part THREE: Interview and investigation.PDEODE teaching strategy interview was conducted for some chemistry teachers,and chemistry learning status of senior one students was investigated.The investigation results are analyzed,sorted out and summarized.Part four: Teaching design and practice based on PDEODE teaching strategy.This part adopts PDEODE teaching strategy to carry out teaching design of "Iron and its compounds",and carries out classroom teaching of "iron elemental","Elemental iron ","Important compounds of Iron","Properties of Iron and its compounds".Finally,the effectiveness of teaching is analyzed from two aspects: academic performance of experimental class and control class and questionnaire survey of students in experimental class.Part V: Conclusion and prospect.The results of this study are summarized and reflected.Research shows that: 1.In the case of excluding the interference of irrelevant variables,the sig.(double tail)value is 0.047 < 0.05,that is,there is A significant difference in the mean value of chemistry scores between experimental Class B and control class A,indicating that the teaching effect of experimental class B is indeed better than control class A.That is,compared with traditional teaching strategies,PDEODE teaching strategy can help students enhance their learning ability and achieve better academic achievements.2.PDEODE teaching strategy can improve 80.77% students’ interest in learning chemistry,and help 73.08%students improve their ability of experimental design and operation,as well as their ability to predict by combining theory with experiment and analyze experimental phenomena,and help students build their thinking model of chemistry learning.The PDEODE teaching strategy was accepted by most students.3,questionnaire data also showed that using PDEODE teaching strategies,to cultivate students’ scientific and rigorous learning attitude and independent,creative thinking ability has certain advantages,there are 92.31% of the students become more rigorous learning attitude,also can give full play to its function in the chemistry course,so as to achieve good teaching effect.