Research On The Application Of "Example-Regulation-Example" Teaching Strategy In The Teaching Of Chemical Concept

Chemistry is an important discipline,chemical concept knowledge plays an important role in chemistry teaching,and the use of reasonable and efficient teaching strategies in chemistry concept teaching plays a decisive role in improving teaching effect and implementing students’ core literacy in chemistry.The "Example-Regulation-Example" teaching strategy has three processing levels: differentiation,abstraction and generalization,which can effectively deepen students’ understanding of chemical concepts,improve the teaching methods of chemical concepts,and improve the performance of chemistry teaching.Therefore,the study of the " Example-Regulation-Example " teaching strategy can help to give full play to its role in promoting the teaching of chemical concepts.The combination of teaching strategies and specific subjects for applied research is a hot spot in the field of education research,and the combination of teaching strategies and various disciplines and types of knowledge for applied research is gradually developing in depth.At present,the research on the use of teaching strategies in the teaching of chemical concepts mainly focuses on the teaching and research on the implementation of the core literacy of chemistry disciplines based on different theories and construction models.Therefore,on the basis of the existing research,this study combines the " Example-Regulation-Example " teaching strategy with the teaching of chemical concepts for the first time,and conducts a comparative study on the teaching case design and teaching practice based on the " Example-Regulation-Example " teaching strategy,so as to obtain the research results of the application of "Example-Regulation-Example " teaching strategy in the teaching of chemical concepts.This research starts from the stage of knowledge processing acquisition,combined with Bloom’s theory of taxonomy of educational goals,constructivist learning theory,meaningful learning theory,pioneer organizer theory,cognitive structure theory,concept acquisition theory and knowledge processing mechanism,etc.,with reference to the investigation of the teaching status of " Example-Regulation-Example " teaching strategy used in the teaching of chemical concepts of high school chemistry teachers in the study,starting from the processing stage of obtaining chemical declarative knowledge,combined with chemistry curriculum standards,teaching materials and students to carry out "periodic law of elements" Knowledge analysis,taking "periodic law of elements" as an example,the application of "Example-Regulation-Example " teaching strategy in the teaching of chemical concepts is designed from three aspects: situational and non-contextual,conditionalized and unconditionalized,one example and three examples,and the teaching design of experimental class and control class is formed.In this study,the quasi-experimental research method was adopted,and two parallel classes with no significant differences taught by the same teacher were selected as the research objects,and the experimental(7)class was taught by teaching based on the " Example-Regulation-Example " teaching strategy,and the conventional teaching design was used for the control(8)class,and the "periodic law of elements" was used as an example to carry out the application of the " Example-Regulation-Example " teaching strategy in the teaching of chemical concepts.By using SPSS26.0 to analyze the performance of the pre-test and post-test,student interviews and teacher interviews,to understand the feasibility and effectiveness of teaching design and practical teaching of chemistry concepts based on the " Example-Regulation-Example " teaching strategy,it can be seen from the statistical analysis of the data that the average score of the experimental class students is 6.1 points higher than that of the control class,and there is a significant difference through the independent sample t-test,indicating that the students in the experimental class have a better grasp of the relevant knowledge of "periodic law" than the students in the control class.It also shows that the use of " Example-Regulation-Example " teaching strategy for instructional design and teaching can give students a deeper understanding of concepts than teaching using ordinary instructional design.Taking the "periodic law of elements" as an example,this study carried out a comparative study on the application of " Example-Regulation-Example " teaching strategy in the teaching of chemical concepts,and concluded that the following conclusions were drawn through the comparison of test results before and after the teaching of experimental and control classes and interviews with students and teachers: " Example-Regulation-Example " teaching strategy has a significant impact on improving the teaching performance of chemical concepts,and can improve students’ knowledge acquisition level.The "Example-Regulation-Example " teaching strategy helps students understand and master the concepts of chemistry;The " Example-Regulation-Example " teaching strategy helps to improve students’ thinking and methods of learning chemical concepts.At the same time,it also reflects and looks forward to the shortcomings of this study,and puts forward some teaching suggestions based on the concept of chemistry teaching,in order to provide some reference for the first-line chemistry teaching.