Research On High School Chemistry Classroom Teaching Based On Real Situation

The chemistry curriculum standard for senior high schools(2017-year edition,2020-year revision)emphasizes that teachers should pay attention to creating real and valuable problem situations and designing problem-solving tasks based on real situations in teaching,so as to promote the change of students’ chemistry learning methods.The real situation is an important link connecting the classroom with the reality of life,subject problems and real problems.The development of students’ subject core literacy can be shown only in the real situation.Nowadays,the chemistry subject proposition based on the college entrance examination evaluation system will also change the proposition strategy driven by the real situation.Therefore,it is of great significance to carry out teaching research based on real situation.The research work of this paper mainly focuses on the following five parts:In part 1,expound the research background,purpose and significance of real situational teaching;Through the research integration method,this paper combs and summarizes the research status of realistic situation teaching at home and abroad,and determines the research content,ideas and methods.In part 2,define the relevant concepts such as situation and real situation,and summarize the Situated Cognition and Learning theory,Constructivism and STSE education concept,so as to provide a theoretical basis for the study.In part 3,using the questionnaire survey method,the students’ questionnaires are distributed in Xiaochi Binjiang senior high school of Hubei Province,and the teachers’ questionnaires are distributed through network channels,so as to understand the application status of the real situation in the current high school chemistry classroom teaching.Through the analysis of 190 student questionnaires and 29 teacher questionnaires,the following problems are found: teachers’ awareness of experimental teaching is weak and the experimental evaluation system is not perfect at present,and they seldom create real situations with chemical experiments;Although the real situation has received some attention,its creation begins with tigerish energy but peter out towards the end and its creation form is single;Some teachers have some difficulties in creating real situations and selecting situational materials;Most students have a positive attitude towards chemistry,but they are prone to chemistry learning obstacles.In part 4,according to the problems found in the investigation and research,the paper studies the selection and presentation of situational materials,the classification of real situations and the evaluation criteria of real situations,and constructs the generation path of the creation of real situations in chemistry classroom,in order to provide more feasible ideas for front-line teachers to create real situations in chemistry class.Based on the teaching theory,combined with the teaching design idea of "situation line-knowledge line-problem line-activity line-literacy line",a teaching design case of "ion reaction" is developed.In part 5,the teaching design case of "ion reaction" is applied to practical teaching in senior high school.An experimental class and a control class are set up.The pre-test score analysis shows that the learning levels of the two classes are similar.The experimental class adopts the teaching form based on the real situation,while the control class adopts the conventional teaching mode.After class,the post-test paper was distributed to the students,and two teachers and three students in the experimental class were invited to interview.Through the post-test paper analysis and interview results,the teaching effect and teachers’ and students’ understanding of the chemistry class based on the real situation were understood.On the basis of the above research,the paper draws the following conclusions:(1)chemistry teaching based on real situation can promote students’ chemistry learning;(2)Teaching based on real situation is easier to reflect students’ dominant position in learning;(3)Teaching based on real situation is an effective way to cultivate students’ core quality of chemistry;(4)Designing a class based on real situations is conducive to improving teachers’ teaching ability.