Teaching Strategy And Case Study Of Chemical Concepts In Senior High School

In order to implement the fundamental task of the Ministry of Education to establish moral education,the new curriculum requires all subjects to focus on cultivating students’ subject core literacy and meeting students’ individual and diversified learning needs in chemistry,and new requirements for all aspects of curriculum teaching have been put forward in the General High School Chemistry Curriculum Standards(Revision 2020,2017 Edition).This also places new demands on the teaching of chemistry.In teaching chemistry in high school,teachers should use different means and methods to strengthen the development of students’ chemical thinking and chemical literacy.Concept teaching is based on highlighting basic concepts.Concept teaching is based on the goal of knowledge transfer to enable students to form the best possible cognitive structure.It helps students to develop an understanding of the basic concepts of the subject and designs teaching around the students’ level of conceptual understanding to help children construct a body of knowledge.The "Introduce Concept-Analyse Concept-Consolidate Concept" three-step teaching method is a more scientific approach to teaching based on concepts,which focuses on the basic concept,builds up a basic impression of the concept,then introduces the concept,strengthens the connection between the kernel knowledge of the concept,and finally deepens the understanding of the concept by combining practical examples,diagrams or real-life situations.The three-step teaching method is being widely used in teaching concepts in senior secondary chemistry.The approach is adopted to teach chemistry concepts to students with different foundations and learning abilities,and its effectiveness is experimentally compared with that of traditional teaching methods to further help students develop their core literacy in chemistry.Based on a review of the literature on chemistry concept teaching in the past decade,this study defines chemical concepts,concept teaching and the three-step teaching method of "introducing concepts-dissecting concepts-consolidating concepts",and draws on theories such as constructivist learning theory,cognitive development theory,classification of learning outcomes theory and metacognitive theory.A questionnaire survey was conducted to investigate the current situation of teaching concepts in high school chemistry,to find out the common problems of teaching concepts in high school chemistry,and to analyse the causes of the problems.The three-step teaching method of "introduction of concepts-analysis of concepts-consolidation of concepts" is used to teach the two important basic concepts of high school chemistry,namely "quantity of matter" and "ionic reaction".The case study design and teaching practice are based on the analysis of the teaching content,the analysis of the learning situation,the determination of the teaching objectives and teaching difficulties,the design of the teaching process,the evaluation of the teaching,and the reflection on the teaching.In the experimental study,the experimental class used the three-step teaching method to teach the concepts,while the control class adopted the traditional teaching method.This demonstrates the effectiveness of the "Introduce Concept-Analyse Concept-Consolidate Concept" three-step teaching method in teaching the basic concepts of "quantity of matter" and "ionic reaction".The effectiveness of the three-step approach in teaching the basic concepts of "quantity of matter" and "ionic reaction".This study is based on the three-step teaching method of "Introducing Concepts-Dissecting Concepts-Consolidating Concepts" to construct a knowledge framework for "quantity of matter" and "ionic reactions",and to design examples and evaluation indicators for the teaching of related chemical concepts.It is hoped that this paper will serve as a reference for senior teachers in teaching chemistry concepts,helping students to link old and new knowledge,forming knowledge networks,deepening their understanding of concepts,and enhancing the cultivation of core literacy in chemistry.