Research On High School Chemistry Practice Based On Deep Teaching Concept

The heavy academic burden seriously affects the physical and mental development of high school students.To reduce the academic burden of high school students,we need the unity of "reducing the burden" and "enhancing the quality",that is,"reducing the burden of students" and "improving the classroom teaching effect".It is unrealistic to consider only reducing students’ academic burden,ignoring students’ quality development and exam-taking needs.The direct cause of the heavy academic burden of students is that the current education adopts the question sea tactics to pursue the enrollment rate and strive to "exhaustively" all the possible types of questions in the college entrance examination.To change this "exhaustive" approach and realize the unity of "minus" and "plus",we must carry out in-depth teaching,promote students’ in-depth learning,and promote the development of students’ high-level thinking and core qualities.Enable students to solve various problems independently.The author’s work mainly includes the following:(I)Determine the research direction through the research background.Through the literature review of deep learning and deep teaching,the author has mastered the development,connotation and application of deep learning and deep teaching,and then combined with the author’s own education and teaching experience,defines the concepts of deep learning and deep teaching,and extracts the characteristics of deep teaching.(2)Based on the characteristics of in-depth teaching as the theoretical basis,design a survey of first-line high school chemistry teachers,master the current status of in-depth teaching in high school chemistry,understand the current high school chemistry teachers’ cognition and implementation of in-depth teaching,analyze and summarize the pain points and difficulties in the implementation of in-depth teaching in high school chemistry.(3)Based on the defined concept of in-depth teaching,combined with the pain points and difficulties in the implementation of the in-depth teaching of chemistry in senior high schools,the in-depth teaching cases are designed by taking "precipitation dissolution balance","galvanic cell" and "electrolytic cell" as examples.(4)Class 1 and Class 2 of Grade 2 of a provincial key middle school were taken as the experimental objects.The experimental class is taught according to the in-depth teaching case designed by the author,while the control class is taught according to the original teaching method.Conduct pen and paper tests,count and analyze test results.Through the statistics and analysis of the paper and pen test results,it is found that there are significant differences between the experimental class and the control class in the paper and pen test,and the experimental class is better than the control class.The average score of the experimental class was not significantly different from that of the control class for the questions requiring students’ high-level thinking and core chemistry accomplishment level,while the average score of the experimental class was significantly higher than that of the control class for the questions requiring more.It is proved that in-depth teaching cases can better promote the development of students’ high-level thinking and core chemistry accomplishment.At the same time,it puts forward in-depth teaching strategies,including "the application of Socratic method","knowledge problemization,problem logic","problem transformation","experience extraction,theoretical demonstration,experimental verification",and "make full use of the theoretical model mastered by students",so as to help front-line high school chemistry teachers carry out in-depth teaching.