Research On The Application Of Digital Experiment In Chemistry Teaching In Secondary Schools

With the rapid development of social economy,China’s digital economy has developed at an unprecedented speed,with a wide range of radiation and a deep influence,which has promoted profound changes in production and life style.The gradual wave of digitalization is injecting strong impetus into the development of educational modernization,and more and more digital experiments have entered the chemistry classroom in secondary schools.Compared with traditional chemical experiments,digital experiments have the advantages of simplicity,portability,easy operation and real-time data presentation,which has attracted more and more attention and affirmation from educational researchers in recent years.However,in the current practical teaching,how to integrate digital experiment into chemistry teaching of different topics,how to improve the feasibility of digital experiment teaching,and how to better highlight the value of digital experiment in classroom teaching need further study.Therefore,it is worth studying to investigate the application status of digital experiment in secondary school chemistry teaching and put forward targeted teaching suggestions based on the results of the investigation.In order to investigate the application status of digital experiment in secondary school chemistry teaching and make it better used in chemistry teaching,this study integrates the requirements of digital experiment put forward in the new curriculum standards of junior high school and senior high school,sorts out the digital experiments in different versions of teaching materials,and screens out 26 senior high school lessons and 17 junior high school lessons using digital experiments through the public resource platform of "one excellent teacher and one famous teacher in one lesson".According to the characteristics of digital experiment and the requirements of chemistry teaching,the analytical framework of digital experiment lesson is established.The three first-level dimensions are the selection and design of digital experiment,the process and teaching of digital experiment,and the reflection and evaluation of digital experiment.It is classified under the dimension of experiment selection and design: it includes seven aspects: sensor type,depth and breadth,implementation mode,experiment quantity and its correlation,experiment teaching duration,experiment location and experiment purpose;In the process and teaching dimension of the experiment,it is divided into seven aspects: whether to introduce the use or function of the instrument,the way of data presentation,student activities,deep data analysis and teaching problems;Evaluation and anti-thinking are divided into three aspects: whether to reflect and evaluate,evaluation subject and evaluation quality,which constitutes a digital experimental lesson analysis framework with 18 aspects in three dimensions.The above-mentioned lesson examples are coded and analyzed by using the constructed analysis framework,and the basic situation of secondary school teachers’ application of digital experiments in teaching is obtained: from the perspective of experiment selection and design,the application teaching theme is relatively concentrated,the type of sensors used is relatively single,the demonstration experiment is the most important experimental method,the experimental content is mainly aimed at the improvement or innovation of traditional experiments,and the time of a single experiment is generally controlled at 2-10 minutes,which is located in the core knowledge teaching stage of the classroom.The purpose of designing digital experiments mainly includes supporting conclusions with data,expanding accumulated reserves of knowledge,changing learning methods of knowledge,improving scientific inquiry ability and increasing learning interest.From the process and teaching of the experiment,before the experiment,the teacher introduced the use and function of the experimental instrument,and the data were mainly presented by curves and numerical values.During the experiment,the students’ activities were mainly to observe phenomena,think and reason,and the teacher was the main body of data analysis,which mostly focused on the characteristics or trends of the data and revealed the micro-essence.The teaching questions raised lacked depth and inspiration.Judging from the evaluation and reflection of experiments,the main body of reflective evaluation is generally teachers.This paper analyzes the shortcomings of experiments and puts forward suggestions for improvement.It thinks that digital experiments play an important role in scientific inquiry,but most teachers ignore the importance of evaluation and reflection,and seldom guide students to actively participate in evaluation or express their opinions.Finally,combined with the results of the current investigation and my own thinking,I put forward teaching suggestions from three aspects: the selection and design of digital experiment,the process and teaching of digital experiment,and the reflection and evaluation of digital experiment,hoping to provide reference for teachers to apply digital experiment.At the same time,I analyzed the shortcomings of this study and looked forward to the future of digital experiment.