The Teaching Research On Thinking Classroom Of "Hydrolysis Of Salt" To Promote Students’ Understanding Of Subjects

The "General High School Chemistry Curriculum Standards(2017 Edition)" requires teachers to possess disciplinary thinking methods and further enhance their understanding of chemistry."Chemistry discipline understanding",as a new concept,first appeared in the official national curriculum documents,and has great guiding significance.The subject of subject understanding can be either a teacher or a student.Generally,teachers’ level of discipline understanding is higher than that of students,and teachers’ understanding is to express understanding and pursue students’ correct understanding.Students’ understanding of the chemistry discipline is also of great significance: students develop chemical thinking through the process of understanding,locate cognitive perspectives and explore cognitive ideas in the process of accumulating discipline knowledge and using chemical thinking methods,thereby achieving the results of basic understanding of the discipline.Therefore,the thinking classroom is an effective carrier for promoting students’ understanding of chemistry.The formation of students’ thinking is based on understanding.Classrooms that promote the development of thinking can also help students improve their understanding of chemistry.Chemical thinking classrooms and chemical discipline understanding promote each other and have inextricably linked internal relationships.So,what is the student’s understanding of chemistry? How to effectively integrate subject understanding and thinking classroom? How to measure the effectiveness of classroom teaching in students’ subject understanding? The above are the main issues discussed in this thesis.In the theoretical construction section,first of all,the literature analysis method is used to understand the current research situation of disciplinary understanding,chemical disciplinary understanding,and chemical thinking classroom,and obtain some enlightenment.Based on this,this thesis defines the connotation of students’ disciplinary understanding,chemical thinking classroom,and chemical thinking classroom that promotes students’ disciplinary understanding;Compare the subject understanding of teachers and students;It also proposes three elements of understanding in chemistry: discipline knowledge,cognitive perspective,and cognitive thinking.Next,this thesis focuses on the research of chemical thinking classroom that promotes students’ disciplinary understanding,proposes the constituent elements of a chemical thinking classroom that promotes students’ disciplinary understanding,explores strategies to improve classroom teaching quality from three aspects of goals,activities,and evaluation,and proposes classroom teaching design links based on this: setting unit and class hour teaching goals for disciplinary understanding,constructing teaching activities based on thinking advancement Develop multiple evaluations with the help of chemistry discipline understanding.In the practical research section,the "hydrolysis of salts" thinking classroom teaching design was developed to promote students’ disciplinary understanding.Based on the analysis of teaching materials and curriculum standards,the unit and class hour objectives that meet the learning situation were developed,and the teaching process was designed.The experimental class was selected for teaching practice.After practice,a questionnaire survey was conducted and interview subjects were selected to test the teaching effect.Through relevant theoretical research and analysis of the results of questionnaire data and interview content,the summary is as follows:(1)Chemical thinking classroom is an effective carrier for promoting students’ subject understanding.(2)A chemical thinking classroom that promotes students’ subject understanding can promote students’ subject understanding.(3)Improving students’ understanding of chemistry requires long-term and systematic classroom teaching.