Design And Practice Of High School Chemistry Teaching Integrating Triple Representation And Chemistry History

General High School Chemistry Curriculum Standards(2017 Edition)not only clearly points out from the perspective of triple representation that the essential characteristics of chemistry are “to understand matter from the micro level,to describe matter in the form of symbols,and to create matter at different levels”,but also attaches great importance to the history of chemistry in the setting of curriculum concept,requiring teachers to combine the history of chemistry to guide students to learn the basic principles and methods of chemistry,and form the core concept of chemistry.The history of chemistry shows the scientific development process of “from macroscopic visible,to microscopic explainable,and then to symbolic logical system”.It carries the formation process of chemical knowledge and core concept of the subject,and condenses the unique triple representational thinking mode of scientists.Therefore,in order to promote the construction of core subject concepts,in-depth understanding of knowledge and improvement of students’ triple representation ability,the teaching design and practice integrating the triple representation and the history of chemistry are carried out by taking the history of chemistry as the core teaching context and integrating the macro,micro and symbolic representation hierarchically.The main research contents are as follows:(1)This study summarizes the research status of triple representation and chemistry history education at home and abroad,summarizes the connotation of triple representation and chemistry history education,and investigates the teaching status of high school chemistry history and triple representation.The results show that the teaching and learning of the history of chemistry obviously tend to the emotional dimension,but ignore the cognitive dimension,and there is a problem of one-sided educational value.At the same time,teachers do not know the connotation of triple representation and lack of teaching practice experience guided by triple representation.(2)By collating and analyzing the history of chemistry in 5 volumes of senior high school chemistry textbooks,the triple representation elements in historical materials are dug deeply,and a library of chemical historical materials integrating the triple representation is constructed,which provides strong support for subsequent teachers to carry out related teaching practices.(3)Teaching design and practice are carried out by constructing the teaching process of triple representation and integration of chemistry history.Taking “Ionization of Electrolytes” and “Structure and Properties of Benzene” as examples,this study deeply explores the triple characterization elements in related chemical history,establishes the close connection between the triple characterization and the history of chemistry,and completes the innovative teaching design and implementation of“Ionization of electrolytes” and “Structure and Properties of Benzene”.It highlights the important role of the teaching of chemical history combining the triple representation to the construction of core concepts such as microparticle view,structure determines the nature,deep understanding of knowledge and the enhancement of the triple representation ability.(4)The effectiveness of the integration of triple representation and chemistry history teaching is evaluated from three aspects: MAS coding test,student interview and periodic test.The results show that the experimental class is better than the control class in the performance of triple representation ability and school record,and the teaching also gets good feedback.Therefore,the combination of triple representation and chemistry history teaching can not only significantly improve the academic performance,but also effectively promote the construction of core concepts,in-depth knowledge understanding and triple representation ability cultivation.