The Teaching Research On Thinking Classroom Of “Nitrogen Circulation” To Promoting Students’ Understanding Of Subjects

In recent years,there are more and more studies on the understanding of chemistry,which have become a research hotspot,but most of them are aimed at teachers ’understanding of chemistry.Under today’s educational concept of pursuing literacy,it is particularly important to promote students’ understanding of subjects.Promote students’ subject understanding requires teachers cannot teaching narrow into specific knowledge learning,and to guide students to form the understanding of chemical knowledge structured,at the same time more attention behind the knowledge of chemical thinking,methods and chemical ideas,etc.,from smoke can widely migration understanding perspective and understanding ideas,in order to be able to make complex strange problems simplification and familiarity,is beneficial to effectively solve the real problem.The promotion of students ’subject understanding cannot be separated from students’ positive thinking activities,so it is of great significance to promote students’ subject understanding with the chemical thinking classroom as the carrier.Around to promote students’ understanding of "nitrogen cycle" thinking classroom teaching the research topic,the thesis first of chemistry understanding and thinking classroom and nitrogen cycle related content such as literature review,understand the current research status,on the basis of this study is the core concept of chemistry understanding and promote the understanding of chemical thinking classroom defined,and put forward the chemistry knowledge,perspective,understanding for three elements of discipline understanding.Based on the above work,the thesis conducts theoretical construction and practical research on the chemical thinking class to promote students’ subject understanding.In terms of theoretical construction: first of all,what is the difference between the thinking classroom that promotes students’ subject understanding and the ordinary thinking classroom,It mainly discusses the characteristics of chemical thinking classes that promote students’ subject understanding,such as structured knowledge,serialization and hierarchy of problems,focus and diversity of thinking activities,authenticity and direction of teaching situations,etc.,And on this basis,we proposed relevant teaching strategies,It mainly includes organizing the subject knowledge with the understanding value of knowledge bearing as the clue;Set up the problem groups,Effectively activate the thinking;Design the learning activities,Promote the improvement of discipline understanding;Create a real situation,Connecting the four aspects of subject understanding and knowledge;Then we construct the teaching process of chemical thinking classroom to promote students’ subject understanding,It mainly includes determining the teaching content;Determine the teaching objectives pointing to the subject understanding;Design of learning activities with real situation materials,Organize the teaching process;Identify the appropriate assessment methods.In terms of practical research,based on theoretical construction,in the cycle of nitrogen,for example,the corresponding teaching design,including teaching idea design and specific teaching process design,formed the systematic teaching scheme,and in the high school practice in the author of the sample of the teaching design practice teaching,further according to the author of subject comprehension test questionnaire and interview with students,qualitative and quantitative analysis of teaching effect,to detect the teaching effect.Through the above research work,the present thesis finally draws the following conclusions:(1)The chemical thinking class pointing to students ’subject understanding can effectively promote students’ subject understanding.(2)Classroom teaching of thinking that promotes students ’understanding of subjects is conducive to stimulating students’ interest in learning.(3)Unit teaching is an effective form to promote students’ subject understanding.