The Development Of Real Situation Materials For High School Chemistry

The Chemistry Curriculum Standards for Senior High Schools(2017Edition,2020 revision)attaches importance to the teaching of real situations,points out that the subject as the guidance,the curriculum content is contextually oriented,and the implementation of the subject core literacy is promoted.At the same time,it advocates the creation of real problem situations,carries out a variety of exploratory activities based on chemical experiments,and implements the "competency-based" teaching.In the proposition suggestion of the academic level examination,the real situation is used as the test carrier,and the chemical knowledge is used to solve the practical problems in the real situation,so as to realize the investigation of the core quality of students.From the implementation of core literacy to the test of academic level,it has been emphasized that chemistry teachers should carry out real situation teaching.Through reading relevant literature,it is found that there is a lack of real situation materials when chemistry teachers carry out teaching in real situation.However,there are few researches on the development of real situation materials at present.How to develop real situation materials and effectively use materials to create teaching situation is a research topic with practical significance.Firstly,through questionnaire survey and interview of chemistry teachers in some parts of Jiangxi Province,this study learned the current situation of chemistry teachers in real situation teaching,and summarized the following aspects:(1)Most chemistry teachers responded to the advocacy of chemistry curriculum standards and carried out real situation teaching;(2)Chemistry teachers do not have a comprehensive understanding of the role and function of real situation teaching.Their purpose is mainly to attract students’ learning interest,and most of the teachers establish real situation teaching based on teaching guidance;(3)Most of the chemistry teachers believed that the real situation teaching improved students’ interest in learning chemistry,and more than half of the chemistry teachers believed that students’ achievement had been improved;(4)Chemistry teachers have problems such as insufficient class hours,limited teaching conditions and lack of real situation materials,among which the lack of real situation materials is the most important reason.In view of these problems,combined with relevant literature and theories,the quality evaluation standards of real situation materials are proposed from two dimensions of composition and function.Taking "Iron and its compounds" as an example,the relevant real situation materials in three different versions of textbooks and chemistry curriculum standards are analyzed.Also collected from books,demonstration courses,quality courses,Internet sites,wechat public accounts and other ways of real situation materials,and collated and analyzed.Combining with relevant literature and experience,this paper puts forward the use strategy of real situation materials from the quality of real situation materials,the types of real situation materials,the logic between real situation materials,and the presentation way of real situation materials.On this basis,the real situation teaching idea of "iron and its compounds" is put forward.Finally,in order to test the effectiveness of the real situation teaching design of "iron and its compounds",a 3-hour teaching practice was carried out in a class of Senior one of Yu Gan Middle School,Jiangxi Province,and the practical effect was analyzed from three aspects: student achievement,student performance in class and interview after class.The average scores of the weekly test papers of "Sodium and its compounds" and "chlorine and its compounds" were taken as the pre-test scores,and the scores of the weekly test papers of "iron and its compounds" were taken as the post-test scores.The paired sample T-test results showed that t=9.05,p < 0.001,indicating that the students’ scores had been significantly improved through the real situation teaching.Through the evaluation and analysis of students’ performance in class,it can be found that students’ problem-solving ability and experimental exploration ability have been improved to a certain extent.Combined with the interview results of 5 students,the conclusion is drawn: real situation teaching can make students realize the significance and value of learning chemistry,feel the charm of chemistry,and enhance the fun of the class,so that students actively participate in the class.In the process of teaching in real situations,teachers design teaching activities based on real problems in production and life,and ask students to conduct experimental exploration.In this process,students find problems,propose guesses,design experiments,conduct experiments,and analyze results.Through this series of high-level cognitive activities,chemistry knowledge is connected with reality in life.Let the students learn to use the existing subject knowledge to deal with some chemical problems in life.In this process,students’ knowledge has been internalized and sublimated,their ability of experimental inquiry and evidence reasoning has been improved,and their knowledge and accomplishment have been improved.