Research On The Current Situation And Countermeasures Of Junior High School Chemistry Culture Penetration Teachin

With the development of junior middle school chemistry curriculum reform,school chemistry teaching has gradually moved from knowledge-based teaching to develop all-around literacy of students.According to Compulsory Education Chemistry Curriculum Standards(2022 edition),it was proposed that ‘chemistry teaching should stimulate students curiosity about the physical world,form the basic chemical material and changing concept,develop scientific thinking,cultivate innovation spirit and practice ability,thrive scientific attitude and social responsibility’,and ‘stress the educational function of chemical course,to carry out the fundamental task of cultivating students’ virtue’.Therefore,it was believed that chemical educators should not only pay attention to basic knowledge and skill teaching but also implement chemical culture infiltrated teaching which refers to teaching scientific spirit and thought reflected by important chemical events and it was seen as one of the effective ways to realize the implement moral education goals in junior middle school chemistry.Over the years,under the exam-oriented education mode,chemistry teaching in junior high school was believed prone to direct knowledge instruction instead of infiltrating chemical culture into classroom teaching,which leads to the dearth of students’ chemical literacy.Therefore,this paper takes exploring the current situation of chemical culture infiltrated teaching in junior high schools and the improvement of countermeasures as the theme,referring to the relevant literature and combining the author’s years of teaching experience,mainly from the following aspects:The first chapter mainly expounds on the research background,reviews the chemical culture infiltrated teaching literature,clarifies the purpose and significance of this research,and sorts out the research ideas and main research methods.The second chapter sorts out the relevant theoretical framework of the research and defines the concepts of essential terms such as ‘chemical culture’,‘academic performance’,and ‘core literacy of chemistry discipline’.The important evidence is drawn from the constructivism theory,humanism theory,Maslow’s hierarchy of needs theory,and teaching elements theory,which lays a theoretical foundation for this research and clarifies that chemical culture infiltrated teaching can be the correct teaching direction in the future.In the third chapter,utilizing the questionnaire and semi-structured interviews,the current situation of chemical culture infiltrated teaching was investigated.It was found that the current situation of chemical culture infiltrated teaching needs to be improved.There are some problems,such as relative obsolete teaching perception,random teaching behavior,limited teaching resources,scarce teaching activities,deficient teaching methods,lack of teaching evaluation and reflection.Based on the problems and deficiencies,four dimensions of teaching improvement strategies was proposed for junior high school chemical culture infiltrated teaching: First,improve chemical culture infiltrated teaching behaviors and enhance the planning and richness;Second,optimize the content of chemical culture infiltrated teaching,broaden the source of knowledge and explore its depth;Third,apply technology to empower chemical culture infiltrated teaching methods based on different teaching stages and contents;Fourthly,design and implement a variety of student-centered chemical culture infiltrated teaching activities.At the same time,this study carried out a quasi-experimental research design in junior high school based on the four improvement strategies to infiltrate chemical culture into classroom teaching.By comparing the data of the experimental class and the control class,it was concluded that infiltrating chemical culture into classroom teaching has the following positive effects on junior high school students:it can significantly improve junior high school students’ chemistry academic performance(p=0.03<0.05);it can significantly improve the core literacy in chemistry of students from the four dimensions(p=0.037<0.05),including cultivating chemical thinking(p=0.046<0.05),fertilizing scientific exploration competence and practice(p=0.031<0.05)as well as developing scientific attitude and responsibility(p=0.029<0.05).The fourth chapter summarizes the research conclusions and affirms the value of infiltrating chemical culture into chemistry teaching.The innovative contribution and limitation of this paper and how to promote and optimize the chemical cultural infiltrated teaching in the future was also reflected in this chapter.