Teaching Practice Research On Promoting The Development Of High School Students’ Transformation Concept By Using Reverse Teaching Design

In high school one of the important methods for learning elemental compounds is to master the transformation relationship between substances.The research background of this study is the implementation of the new curriculum reform and the usage of new high school chemistry textbooks.The purpose of the research is to explore how to help students to construct and develop the transformation concept through the implementation of reverse teaching design,and to provide new ideas and methods for high school chemistry teaching.The author conducts a literature review to understand the research status of reverse teaching design and transformation concept,and defines the concept of “reverse teaching design” and “transformation concept”.The theoretical bases of the research are Bruner’s theory of cognitive structure,constructivist learning theory and Bloom’s theory of educational goals.At the beginning of the study,teachers were interviewed with the theme of "the status quo of classroom teaching",so as to understand the current situation of classroom teaching.The author optimizes the usage process of reverse teaching design,and puts forward the "five steps" of reverse teaching,including reorganizing teaching content,determining teaching units → presetting results,clarifying learning objective → designing evaluation criteria and strategies → designing learning activities,enhancing learning experiences → teaching implementation and feedback.At the same time,the research also puts forward the teaching strategy to promote the development of students’ transformation view.The research object of this study is two parallel classes of a high school in Luoyang city,and the "iron and its compounds" unit is selected for the reverse teaching practice research.The purpose is to test the promotion effect of the optimized reverse teaching design process on the development of high school students.During the study,the teacher classroom observation scale and the student classroom satisfaction questionnaire are used to determine the classroom teaching.Additionally,the author analyzes the answers of the pre-test and post-test questions to determine the development level of students’ transformation concept.After a series of analysis,the author obtained the following conclusions:(1)the optimized reverse teaching process is smooth and feasible,which can effectively organize classroom activities,stimulate students’ interest and enhance classroom participation;(2)the reverse teaching design promotes the development level of high school students’ transformation concept,and the performance of the experimental class is significantly better than that of the control class in terms of application level.Due to the limited time of teaching practice,the author’s research still has deficiencies such as insufficient interview samples and insufficient research attention,which needs to be further enriched and improved in the subsequent research.