Investigation And Analysis On The Present Situation Of Chemistry Teaching In Senior High School

In recent years,with the continuous development of science and technology and the increasing improvement of people’s living quality,the position of chemistry discipline in society and life has been continuously enhanced.In order to fully implement the Party’s basic educational policy and further implement the fundamental task of cultivating morality and educating people,a new round of curriculum reform has been carried out nationwide.Xinjiang also entered into the new curriculum reform in 2019.It is clearly pointed out in the Reform Standard of Chemistry Curriculum in Senior High School(Experiment)that chemistry teachers should fundamentally break through the inherent closed teaching method of educational ideology,build a bridge between chemistry knowledge and life,narrow the distance between cultural knowledge and real life,and cultivate students’ ability to solve practical problems in life with the knowledge they have learned.Front-line teachers should closely focus on the core quality of chemistry,deeply understand the connotation of the core quality,penetrate it into all aspects of production,life and teaching,comply with the requirements of the new era,enhance the consciousness of scientific inquiry and social sense of students in the field of ideology,so that students have certain scientific research ability,can adapt to the needs of national modernization and make contributions to the development of the country.Chemistry is a subject based on experiments,which is closely related to production and life.Under the background of a new round of curriculum reform,the traditional teaching method obviously runs counter to the new curriculum reform concept.In order to conform to the new curriculum reform concept,the research of life-based teaching has attracted wide attention,and life-based teaching is an important part of the teaching mode of chemistry in high school.Teachers are required to start from students’ existing life experience,create life situation,help students to dig more chemistry knowledge from life,high school chemistry teaching must also return to life,infiltration of life situation in order to better adapt to the rapid development of today’s society,so the study of high school chemistry teaching in life is of great significance.The development of basic education in Xinjiang lags far behind that in the developed provinces and cities in the mainland.In this paper,some students and teachers of X Middle School in Urumqi,Xinjiang,where the author is located,are investigated.By means of questionnaire survey,teachers’ discussion and students’ discussion,the development of chemical life-oriented teaching in senior high schools in this region is investigated.The author summarizes the current situation of life-oriented teaching in the current region,and finds that most teachers are under the pressure of hard education,and the development and utilization of life-oriented teaching resources is not optimistic.In normal teaching,front-line teachers still adopt the teaching mode of "full classroom irrigation" and pay more attention to the imparts of knowledge,while ignoring the connection between knowledge and life,and teachers have more complex tasks.This makes teachers lack of research on core qualities.After consulting a large amount of data,the author carries out the research of this paper with the experimental teaching of life chemistry as the starting point.The whole paper is divided into five parts,aiming at providing ideas for the teaching of front-line teachers and the learning of students.The first chapter analyzes the research background,domestic and foreign research status,research significance and research methods of this subject.The second chapter defines the concept and theoretical basis,which mainly identifies the conceptual characteristics of life chemistry experiment and its advantages in teaching,and summarizes the theoretical research results of life teaching at home and abroad.It provides a theoretical basis for the experiment of this paper.The third part is the investigation of the present situation of high school chemistry teaching.Through questionnaire survey,discussion and communication,literature research,classroom observation,statistical analysis and other methods to carry out,understand the front-line teachers and students’ attitudes and views on life-oriented teaching,the author’s school in the development of life-oriented teaching and some existing problems,to provide practical support for the development of this experiment.According to the results of the questionnaire,the vast majority of front-line teachers and students agree with life-oriented teaching,and teachers more or less adopt life-oriented teaching in the class process.Students generally believe that this method can enhance their interest in learning chemistry,which also provides confidence for the implementation of life-oriented teaching in this paper.The fourth and fifth parts of high school chemistry teaching life implementation strategy and practice exploration.Through the case analysis of life chemistry teaching,the analysis of experiment class and the case analysis of exercise class,the paper makes an in-depth analysis and summarizes the effective ways to implement life chemistry teaching.The fifth part is the research conclusion and prospect.Through the research of this paper,the author finds that the implementation of life-oriented teaching in high school has very important value and significance.The advantages of life-oriented teaching in high school chemistry course far outweigh the disadvantages,which is conducive to cultivating students’ enthusiasm for learning chemistry,stimulating students’ motivation for learning chemistry,improving their academic performance in chemistry and enhancing students’ sense of classroom participation.In addition,By constantly exploring the form of class,the professional level of teachers is also improved.At the end of the paper is the summary and reflection of this research.