The Research Of Chemistry History In Middle School Chemistry Classroom

In 2017,Chinese chemistry curriculum put forward the core literacy of chemistry subject for the first time,and entered a new stage of implementing the literacy based teaching on the basis of scientific literacy.The literature-based teaching is not limited to let students know what knowledge is,but emphasizes the occurrence and development process of knowledge.The history of chemistry contains the dual functions of teaching and literacy,which is an important teaching resource that cannot be ignored.It provides a starting point for us to realize the literature-based teaching better.In this context,more and more chemistry teachers choose to integrate chemistry history resources into the teaching process,so as to realize the transformation from "teaching" to "educating",and train students’ scientific literacy and subject core literacy more effectively.Therefore,it is a necessary and important research topic to probe the application status of the history of chemistry in the middle school chemistry classroom,combine the problems in the teaching process,and put forward the corresponding teaching suggestions.Based on a top-down literature study and a bottom-up observation of high-quality video lessons from high schools,this study developed a curriculum analysis framework for integrating chemical history into middle school chemistry classroom teaching.The framework divides into four analytical dimensions for integrating chemical history into teaching,namely,the selection of chemical history,the presentation of chemical history,the implementation of chemical history,and the teaching function of chemical history.Specifically,under the "selection of chemical history" dimension,there are two sub dimensions: "category" and "chemist".Under the "presentation of chemical history" dimension,there are five sub dimensions: "presentation method","presentation position","duration","scientific development",and "era background".Under the "implementation of chemical history" dimension,there are two sub dimensions: "teacher behavior" and "student behavior",Under the "teaching function of chemical history" dimension,it is divided into three sub dimensions: "disciplinary knowledge function","thinking and method function",and "emotion and attitude function".According to the constructed case analysis framework,this study screened 27(case 1-27)senior high school chemistry cases and 21(case 28-48)junior high school chemistry cases from the national education resource platform of "one teacher,one excellent course" and the We Chat official account of "chemistry teaching and learning" and "Qilu senior high school chemistry",Exploring the current application of chemical history in middle school chemistry classroom teaching,the following conclusions have been drawn: First,the selection of chemical history.In choosing the category of chemical history,the main focus is on the biographies,contributions,or experiments of chemists.In describing the image of a chemist,teachers tend to establish a high and cold image for students with various beautiful qualities that are difficult for ordinary people to achieve.In the way chemists contribute,teachers tend to present chemists as groups.Second,the presentation of chemical history.In terms of presentation methods,the largest proportion is the use of written historical materials and pictures.In terms of presentation position,the vast majority of lesson examples present the history of chemistry in the main knowledge explanation section.In terms of duration,the duration of chemical history for nearly half of the lessons is 1-5minutes(excluding 5 minutes).In describing the process of scientific development,most teachers try to restore the process of scientific development and guide students to feel that scientific development is a tortuous upward process.In introducing the background of the times,it is found that teachers lack an introduction to the background of the times.Third,the implementation of chemical history.Overall,teachers’ teaching behavior is unitary and students’ participation is low.Specifically,when teachers introduce the history of chemistry,they mainly focus on introducing scientists’ inventions,discoveries,or contributions.In chemical history Q&A,in most cases,teachers and students only ask and answer questions about chemical history knowledge.In the evaluation of chemical history,there is rarely mutual evaluation among students,and teachers generally conduct a simple evaluation of students’ responses.In teaching activities,teachers rarely organize students to group together to redo chemist experiments or discuss and debate historical data.Fourth,the teaching function of chemical history.Overall,the functions of subject knowledge and emotion and attitude are fully utilized.Specifically,the functions of promoting knowledge understanding and stimulating learning interest account for the largest proportion.Aiming at the problems encountered in the teaching process of chemical history,this paper puts forward targeted suggestions for the teaching of chemical history from four aspects: the selection,presentation,implementation,and teaching functions of chemical history.Taking the section "Oxidation Reduction Reaction" as an example,a teaching design based on chemical history was carried out.Finally,this study is summarized and prospected,and the shortcomings of the study are reflected.