Teaching Design And Practice Of High School Chemistry Experiment Based On BOPPPS Model

With the deepening and development of educational reform,more and more attention is paid to the reform of teachers’ teaching methods and students’ learning styles,advocating interactive,heuristic,and inquiry-based teaching,and realizing diversified learning methods through independent learning,cooperative learning and participatory learning.As an important means of chemical learning,chemical experiments focus on the development of the core literacy of "scientific inquiry and innovation awareness",and the connotation of its core literacy points to "scientific practice" to promote the development of students’ chemical knowledge and ideas to literacy.The 2017 version of the new curriculum standard highlights the importance of chemistry experiments in the form of subject core literacy,but there are still many shortcomings in the current high school chemistry experiment teaching,and the BOPPPS teaching mode is applied to the high school chemistry experiment teaching,reflecting the six logical closed-loop processes of exciting introduction,goal guidance,thorough testing,interactive participation,real-time feedback,and induction and sublimation,providing examples for chemical experiment teaching and realizing the coordinated development of students’ knowledge,ability and literacy.This paper uses literature analysis to sort out the research of BOPPPS teaching mode,high school chemistry experimental teaching and BOPPPS teaching mode in high school chemistry teaching,and define the related concepts.Guided by constructivist learning theory,Bruner’s cognitive discovery learning theory and Dewey’s "learning by doing" theory,the current situation and existing problems of chemical experiment teaching in a high school were understood through interview method and questionnaire survey method,and the feasibility of BOPPPS teaching mode applied to chemical experiment teaching was determined,and teaching strategies for each link were proposed.According to the specific situation of the internship,the teaching design of the model is carried out on the experimental content of chlorine,sodium,sulfur and their compounds,and the teaching practice is carried out for one semester in two classes of the senior year.After the practice,the superiority of the BOPPPS teaching mode for experimental teaching was analyzed and tested according to the students’ pre-and post-test results,classroom performance,and questionnaire survey around the implementation effect of the experimental class.The results show that the BOPPPS teaching mode is feasible for high school chemistry experimental teaching,which can enrich the existing experimental teaching mode,stimulate students’ curiosity,improve students’ learning initiative,and students’ independent participation in the classroom,with remarkable learning results,and is conducive to the implementation and development of students’ core literacy in chemistry.It is hoped that this study can be helpful to front-line teachers and scholars.