| In order to meet the higher requirements of the ever-changing development of the times and society for middle school students,the 2022 version of the new curriculum standards for compulsory education was released and implemented in April 2022.The new curriculum standard,emphasizes the fundamental task of implementing the education of morality and cultivating people,based on students’ existing life experience,requirements students can phenomenon from the single of chemical subject to common life,simple interdisciplinary problems are discussed,and be able to use simple method of fusion technology and engineering preliminary solve the practical problems in production and living of related to chemical,complete some social practice activities.Therefore,the implementation of life-oriented teaching in the teaching practice of junior high school chemistry is the requirement of the new curriculum standard for teachers,which is of great significance to middle school students: it is conducive to the formation of the core quality of chemistry;it is helpful to reduce students’ cognitive barriers and eliminate students’ fear of difficulties in learning;it is helpful to enhance the enthusiasm of students to learn chemistry and so on.Based on the requirements of the new curriculum standard and centering on life-oriented teaching,this paper explores the implementation strategy of junior high school chemistry teaching,which is mainly divided into the following parts:In the first part,analyze the requirements of the new curriculum standard on junior high school chemistry teaching,define the significance of this study,look up domestic and foreign literature related to life-oriented teaching,determine the use of literature method,practice method,investigation method,observation method and interview method as research methods,and use pragmatic education theory,constructivism theory and STSE theory to provide theoretical basis for the research.Comb the connotation of life-oriented teaching,life-oriented teaching and junior high school chemistry life-oriented teaching concepts.In the second part,interviews and questionnaires are conducted to investigate the chemistry learning status of chemistry teachers and middle school students in many junior middle schools in the local city about their views on life-oriented teaching and its application status,and the survey results are deeply thought and analyzed,providing practical basis for the completion of this study.In the third part,based on the above research,complete three life-oriented teaching case practices in our school,carry out statistical analysis on the practical effects with the help of SPSS,and further improved the teaching cases according to the analysis of post-test results,and obtain the following research results:(1)the questionnaire of chemistry teaching for life in junior high school is designed,which is suitable for the actual situation of junior high school chemistry teachers and middle school students,and the feasibility is high;(2)the variance analysis of students’ chemistry learning achievement and their liking for life-based teaching shows that the higher the liking for life-based teaching,the stronger the promoting effect on students’ chemistry achievement;(3)fully apply the life-oriented teaching strategy into the chemistry teaching practice,summarize and exercise on the basis of teaching practice,and draw three typical teaching cases,namely,the use of fossil fuels,chemical and agricultural production,and carbon dioxide production.In the fourth part,propose some feasible strategies for implementing daily chemistry teaching in junior high school:(1)the new curriculum standard currently advocates core quality as the guidance of teaching objectives,so junior high school chemistry teachers should innovate their educational concepts and formulate correct and reasonable life-oriented teaching goals under the guidance of the new curriculum standard;(2)in the design of the teachers to choose material for chemical situation ‘processing packaging’,focused on topics to learn this lesson,the start of class held on to the students’ interest in learning,motivate students quickly into the situation of chemical disciplines,have a good start for the subject,can use small story interesting chemistry,issues of social attention,or special life phenomena and natural phenomena to introduce chemistry teaching;(3)in the teaching content,for concept teaching,experimental teaching,teaching aids should also pay attention to the use of life-oriented teaching,so that students truly believe in the authenticity of the knowledge they learned,and bury the seeds of science in their hearts;(4)assigning homework in the form of daily life is the best way to flexibly apply classroom knowledge to solve practical problems,so that students can feel that the study of chemistry provides the key to solve the problems of life,and they will be more purposeful in the future study of chemistry,and really fall in love with learning chemistry;(5)chemical teachers can also cultivate students’ scientific attitude and social responsibility through colorful practical activities to implement life-oriented teaching.In the final part,summarize the results of this research,consider the harvest of the research :life-based teaching has a promoting effect on the chemistry learning performance of middle school students,and their chemistry learning status has also significantly improved.The teaching objectives,teaching introduction,teaching content,homework after class,and practical activities should all reflect the life-oriented teaching. |
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