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“Physical structure and properties” as the new high school chemistry curriculum as an optional module, with a focus on helping students understand the physical structure of the human exploration of the importance and basic methods to study the material composition of the mystery, understanding the nature of the material structure and the relationship between the improved analysis problems and problem-solving ability.

For “physical structure and nature” of this part of the content of teaching and research, generally limited to physical structures related to the concept of logical relationship between the carding and Construction of the neglect of chemical understanding of the formation and development of students, ignoring the students comprehension of material and its changes formation. The purpose of this study is that students have in-depth exploration of this part of the existing knowledge and understanding of existing methods, the use of Shandong Science and Technology Elective Module in high school chemistry textbook version of “material structure and nature” to exert influence on students, research students through a variety of ways change in the way knowledge and understanding of the formation and development.

1 pairs of students to have knowledge and understanding of the way test check

Students have knowledge and understanding of methods were investigated around the “atomic structure”, “particle interactions” and the “aggregation of material and physical nature” of the three parts.

(1) the student for the “atomic structure” of the understanding is mainly concentrated
Students to “the nature of atomic structure and elements of the relationship,” there are all sorts of muddled understanding, such as some students would find a single qualitative nature of the mistaken nature of the elements, but also some students of atomic structure, elements in the periodic table of the location of mistaken description of the nature of the elements.

(2) For the interaction between particles, we covalent bond as the main subject for discussion, the students understanding of covalent bond in a “classical valence bond theory” stage. While “the interaction between particles and material nature of the relationship,” understanding, the students would have been aware of the nature of the molecular nature of the elements of an impact, while recognizing that the strength of the interaction will also be on the molecular nature of the impact.

(3) the aggregation state of student understanding of material belongs to particle model, meaning that they have completed the material of the continuous model to the particle model of the change; secondly, most students have a clear understanding of the particles of matter is not static, rather haphazard manner movement, the process in motion, it is possible collision. As for the “gathering of the material and physical nature of the relationship between the state,” understanding, we find that students are not aware of the nature and substance of certain substances in the aggregation state is closely related.

Then, in the “physical structure and nature” of elective modules to study materials before the students have the physical structure and nature of the relationship between basic knowledge of what is known? We found that: some of the students knowledge of the physical structure and material properties of knowledge is completely isolated, there are some students thought the structure and nature of the material there is a certain relationship between the. Structural elements in the material, this part of the students were able to in the material category, type of force constitutes a link between particles and so on, forming a good structure.

2 textbook knowledge of structural analysis

From Beijing Normal University, “New Century” (Shandong Science and Technology Edition) Elective Modules high school chemistry textbook, “Structure and properties of the material,” the whole perspective of this textbook, students should be understanding of the formation of mainly include two aspects: one is the level of understanding of the structure, one is nature of the level of awareness that exists between these two dimensions of a close relationship, the structural nature of the decision. Materials on this two part structure of the arrangement is part of the structure of knowledge and use of this knowledge to understand the nature of the issues related to naturally blend together. Teaching material is divided into three parts, each part of the self-contained, but also, and the other two parts are closely related. This is part three are: first chapter “atomic structure”; second chapter “particle interactions”; third chapter “of the aggregation state of the material and material in nature.”

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Curriculum resources are serious deficiencies in traditional educational practice of a philosophy. The face of new high school curriculum, chemistry teachers should foster a new concept of curriculum resources, and actively participate to the construction of new high school curriculum resources and application of up to become perpetrators of the new curriculum, but also to strive to become builders of curriculum resources, managers, and sharers. In order to further understand the traditional curriculum objectives, teachers have a concept of what kind of curriculum resources, students have to learn what resources, and the teachers and students in education and teaching the use of resources, in a kind of situation, there is what kind of problem? I have already been Anhui Province, the new curriculum into the high school representative of various types of schools students and teachers conducted a questionnaire survey from the survey is located in the provincial capital cities, city location, the county towns and rural market towns within the province of high schools and general high schools at all levels of model school. The survey, high school students were issued 400 copies of questionnaires learning resources, recycling 202, 200 valid questionnaires, the issuance of chemistry teachers teaching resources and questionnaires 100 were recovered, 51 were 43 valid questionnaires.

A teacher-student understanding of chemistry teaching resources

For teachers and students of teaching resources and learning resources on the questionnaire were all set up six multiple-choice quiz questions, through the multiple-choice answers, directly or indirectly reflect the different types of schools, teachers and students of chemistry teaching resources values and concept of learning resources.

1.1 The concept of learning resources

Questionnaire, what is the chemical design of learning resources, student interest in learning and teachers of chemistry which factors, chemical, what is the role of learning resource options, so that students chose to answer at the same time gives 22 common chemical Learning Resources and 17 may affect the students to gain knowledge or improve academic performance factors, so that the students based on their understanding of learning resources to make a choice. Through statistical analysis of survey results found that the concept of learning resources, there is a more serious problem.

Based on 200 questionnaires statistical results, select “Chemical learning resources refers to all students in chemistry will help improve literacy resources”, there were 123 people, choose the “chemical Learning Resources is a chemistry textbooks, reference books to study, learning counseling information and the Problem sets, etc. “There are still 43 people, in particular, thought-provoking is to choose” chemical learning resources refers to contribute to chemical study of all human and material resources such as “only 63 people. Interest in learning on the factors that affect the chemistry survey, the level of education of teachers (159), morality level (143), teaching attitudes (142), professionalism (139), charisma (108) Select the top five , for “teaching art” choice was relatively low, ranked No. 6. The students the choice of chemical reference books, mainly concentrated in knowledge-counseling class (126), ranked No. 2 is the Question class (87), fewer students have chosen science class (34) and disciplinary classes (52). In “What is the role of Chemistry Learning Resources” option in the top five of the options is to improve the chemical grades, respectively (140), to improve chemistry literacy (121) to help understand the chemistry knowledge (121), more receptive to chemical knowledge (103), counseling, chemical learning (100), “direct access to chemical knowledge,” the choice of the lowest rates. Students in the 22 common chemical learning resources selection, chemistry textbooks, (169), chemistry teachers (154), chemical laboratory (131), chemical publications (130) and supplementary information (129) were among the top 5, but surprisingly, household goods (59), industrial and agricultural production (55), research institutes (51), syllabi (45), curriculum standards (37) the choice of the rate is quite low. Students are given 17 pairs of chemical knowledge to obtain an effective channel options, choose a higher rate for classroom instruction (171), peer assistance (114), experiment (106), questions the sea tactics (78), reading Books (75), Interestingly, the 17 options, in addition to “classroom instruction” for the majority of respondents recognized, other options for the choice of the rate is very low.

Through investigation, we can easily find the following questions: (1) the subject of high school students have some understanding of learning resources, but not comprehensive enough, and very narrow, and even some very backward ideas, if more than one third of the students thought “title sea tactics” can improve academic performance; (2) high school students to obtain chemical knowledge of the channel showing a certain degree of diversity, from the addition to “classroom instruction” is not beyond the option to choose the rate of description of different types of high school students to acquire knowledge of the approach is vastly different at the same time reflects the uneven development of different types of schools at all levels; (3) high school students are more concerned about is the school of learning resources, lack of awareness outside of the learning resources, know much more concerned about the kind of knowledge to learn The resources, neglect of academic literacy class resources, which is a typical characteristic of examination-oriented education, from a certain extent, all these years still do not implement the quality of education; (4) student choice is the more traditional ” three centers (Center for textbooks, classroom center, teacher centers), “made under the concept, so the concept of middle school students learning resources problem not only exists, there is also the problem of learning concepts, learning methodological problems.

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Chemistry curriculum standards clearly to improve the scientific literacy of students and scientific inquiry for the thrust of the curriculum reform as a breakthrough in promoting a diversity of scientific inquiry-based learning methods [1]. Scientific inquiry is a central component of scientific literacy, scientific inquiry teaching is an important part of science education, scientific inquiry teaching secondary school chemistry education are the main content.

An overview of scientific inquiry teaching

The so-called scientific inquiry teaching, based on the context of the appropriate scientific knowledge to carry out scientific research in a simulated classroom activities, teacher as the initiator and guide the activities of those who, in the course, students have the knowledge from the beginning, the application corresponding scientific inquiry methods to explore the find and solve these problems in order to gain the appropriate scientific knowledge, scientific inquiry to improve their ability and cultivate a scientific spirit of learning and learning process. Here scientific inquiry should include the following: scientific knowledge, scientific processes, scientific methods, scientific capacity, scientific spirit, etc. [2].

Scientific Inquiry is currently teaching in primary and secondary schools to carry out in full swing, many teachers have put forward their own teaching models and teaching methods, the conventional aspects of teaching, including the formation of the problem to explore the establishment of assumptions, design verification, expression exchanges. However, in teaching practice, especially in the secondary school chemistry teaching, for those experimental apparatus complex, multi-drug consumption, the operation is difficult, the reaction for a long time as well as the experimental error is greater risk of toxic chemical experiment contents do not facilitate the organization of scientific inquiry teaching. Teachers often feel that the teaching of some highly abstract content, such as the physical structure of the theory of organic reactions, if only to use language about, that is time-consuming effort, students are taught is also difficult to understand, a direct result of unsatisfactory teaching results . And because of college entrance examination and academic pressures, teachers are often only innovation in their teaching methods to improve the effect of examination-oriented education, leaving real content did not reflect scientific inquiry, scientific inquiry into the teaching on paper.

The author found that in teaching practice, the use of computer-aided teaching techniques, design a tool for teaching scientific inquiry, using the tools of scientific inquiry teaching, that is able to enhance students knowledge of chemistry, chemical understanding of the principles, but also good for scientific Inquiry Teaching [3]. To this end, we use Macromedia’s Flash8 software design a new type of interactive simulation intelligent courseware.

2 Interactive Simulation Courseware definition of intelligence

This interactive simulation intelligent courseware is suitable for learners in education and the use of courseware, teaching is different from the classic artificial intelligence software, is the application of information technology education, a new direction.

Here, “interaction” refers to the user on the operation of computer graphics elements in order to achieve a specific goal of teaching the course; “simulation” refers to the scene and try to reproduce the real phenomenon; and “intelligence” refers to the operation of the user to track the path , and has made the appropriate feedback and evaluation functions.

Thus, “Interactive Simulation intelligent courseware” refers to users through its own operations in the courseware has a definite purpose to complete the teaching process, from the operation of courseware based on user feedback in time to make the final judgments by observing the simulation of the real scene and process to achieve the user’s own knowledge of the structure of a knowledge point of meaning construction [4].

3 “Determination of the molecular structure of scientific inquiry experiment” Case Analysis

Organic molecular formula and structure of the type identified as an important part of teaching high school chemistry, organic chemistry students to learn the future and related disciplines will have a profound effect. Case Application of intelligent courseware interactive simulation of this scientific inquiry teaching tools, research methods from the organic point of view to introduce this higher molecular formula determined by calculation and structure determination of fact, to the students to demonstrate a scientific way or way of thinking. This will undoubtedly help train and equip students with scientific methods, but also help to enhance the students to determine the calculation formula to determine the meaning and structure of the type of understanding of [5]. The courseware has the following characteristics.

3.1 Simulation of

Courseware Each experimental equipment have carried out a very good art design, and real instruments is very similar to the feelings of the whole experiment gives a more realistic scenario, the reaction phenomena close to the simulation with practice as much as possible and experimental reproduction of the real experiment scene phenomenon.

3.2 Interactivity

Courseware for each object the corresponding action statements by dragging the mouse, you can move individual instruments. Courseware also uses a different button: Separating funnel piston button, matches lit buttons, etc., through the mouse clicks on these buttons, you can add the medicine, lighting a match.

Courseware designed navigation bar, including: “theoretical,” “experimental theory”, “Experiment 1″, “Experiment 2″, “explore the question,” five parts, the students need to know the contents of the experiment, the chemical knowledge organic combination.

3.3 intelligence

Chemical reactions take place requires a certain condition, and only when conditions are ripe when the experiment can be a normal response. Courseware set the appropriate procedures, intelligence to determine whether the reaction conditions, which show the corresponding experimental phenomena. Chemistry experiment requires strict accordance with the proper experimental procedures, the courseware can track the user’s steps and make corresponding feedback.

3.4 Inquiry expression

Navigation bar in the “experiment 1″ as the reaction of ethanol and metallic sodium experiment scientific inquiry. Courseware scenario shown in Figure 1, from the formula of ethanol can be assumed that the reaction of the combustible gas may be CH4, C2H4, C2H2, CO, H2, etc. that contains only one kind of gas, or a mixture of several gas composition do? Use We have the knowledge analysis, if the generated gas containing CH4, C2H4, C2H2, CO gas, any one of lit, there will be CO2 gases; but if it contains only a kind of H2 gas, lit only with water generated . Therefore, the key experiments to explore whether there are CO2 gas generates light.

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【Click】 correctly grasp the material part is the key to effective teaching. This article attempts to set the intention from the part and the teaching point of view of materials suggested that the two sections, trying to understand teachers and teaching materials to the formulation of a strategy to help. Welcome to the teachers for their valuable advice, I hope the teachers to participate in the work of the studies.

P3 Observation and Reflection

【Setting】 part intended to adopt the “ammonium bicarbonate fewer” problems created by the fact that scenario, and then guide the students through experiments of this study means to conduct research, solve “the reasons for the disappearance of ammonium bicarbonate.” Through the column, on the one hand to enable students to perceive chemical experiment is to study the material as a means of experiments could examine the nature of the material; the other hand, by observing and thinking and enable students to perceive the nature of ammonium bicarbonate, understanding and preservation of the nature of the material The relationship between in order to establish “the nature of preservation methods,” the chemical point of view. On this basis, so that students perceive “chemical help us to correctly understand the material.”

【Education】 take full advantage of the proposed good “ammonium bicarbonate fewer” This scenario is one of the key teaching. Teaching, we should guide the students to guess the possible reasons, and for their own conjecture full exchange and discussion of the possible reasons for the initial draw. On this basis, to carry out heating experiments of solid ammonium bicarbonate. To guide students to carefully observe the experiment, by association, reasoning and thinking is another key to the content of teaching. Experiment, we must enable students to clearly see the before and after experiment in the phenomenon of evaporating dish and the smell the smell, which guide the students to sum up the nature of the ammonium bicarbonate may have. Finally, by inference, correct the impression that “the reasons for the disappearance of ammonium bicarbonate.” Observation and reflection in the students to complete and solve the problem, based on real-time teachers should be summarized, and guide students to perceive the nature of chemical experiment is to study the material and an important means for the preservation of material and method of perception by the physical nature of the decisions and guide the expansion of application of observe and ponder fertilizer ammonium bicarbonate in a plastic bag for packaging bags for packaging with the preservation methods and bag labels in order to achieve so that students perceive “life – Chemistry – society” learning ideas, to stimulate interest in learning and the ” Chemistry help us to correctly understand the substance “of the purposes of instruction.

It is noteworthy that although the experiment involved the nature of the ammonium bicarbonate and preservation methods of chemical knowledge, but these elements are not the focus of teaching in this section, the section does not require students to keep in mind after studying the content, this content is inappropriate As the exercises examine the knowledge points.

P4 exchange and discussion of

【Setting】 chemicals based on chemical substances intended for the study of science, set the column is to guide students to know more about chemical substances, an initial understanding of the chemistry in the understanding of the role of the material to form a “chemical can help us to correctly understand the material,” This one subject characteristics.

】 【Teaching suggestions on the matter “why” is a pan-subject, the answer will be a variety of students, many content may be marginal Buzhuo chemistry, which requires teachers to guide. As can guide students to refer to the third page of the first paragraph of the narrative, respectively on the material come from, how to get, ingredients how, what the nature of the application, happen to put forward such as the corresponding “why.” To the suggestion that “why”, they can combine everyday experience and common sense as far as possible be answered, but this can tell the students that some “why” will be in-depth study with the chemical solution, or even tell the students that some “why” There is no conclusion, scientists have yet to be further studied. Only in this way can we better set the intention to closely column, which recognized that “chemical help us to correctly understand the material” characteristic of this discipline, and thus clear learning purpose, to stimulate interest in learning.

P4 Observation and Reflection

【Setting】 by video link or information to the intention of film viewing, and guide students to understand the human use of chemical substances, insights and reasonable utilization and protection of resources, the importance of everyday life combined with other relevant experience, the initial perception chemical knowledge in guiding the rational utilization of human resources protect the natural resources of the value and role.

【Education】 selecting a suitable material proposed is to implement the intent of teaching the key to this column. Based on student new to chemistry, caused by exposure to substances not many know that “what is the use of human material” can not in-depth, hence the choice of video or data sheet shall be as closely linked to student life experience or from the local industrial and agricultural production proceed to the selection. If you choose to use metal or alloy, the comprehensive utilization of water resources, coal and oil, the comprehensive utilization of fossil fuels, synthetic materials (such as plastics, etc.) and so on material use and recycling. Teaching, a brief analysis of these scenarios material involved in the analysis of chemical substances, as well as how the rational use of human beings, comprehensive utilization of these chemicals can be, do not involve too much, too deeply content.

P5 Observation and Reflection

【Setting】 part intended to select the “iron and steel corrosion” of the demonstration experiment, ask students to explain the experimental phenomena observed in the course. Its focus is not grasp the mechanism of iron rust, but rather through the column clear chemical experiment is to study the material properties (chemistry experiments can be used to explore perceptions reaction mechanism), the application of sensing material by the material properties, thus recognizing the “chemical guide human reasonable resources. ”

【Education】 guide the students to carefully observe the recommended experimental phenomena are teaching the key. Teaching, we must guide the students to observe the changes in cone-shaped bottle and the wire catheter liquid column in the changes in the situation and guide the students based on experience and existing knowledge and analysis of the following issues: (1) the red wire attached to the surface of what is material; ( 2) catheter appears cone-shaped bottle pressure liquid column shows how the changes have taken place? (3) causes pressure changes in the reasons for that? (4) According to the description of the phenomenon of iron with which conditions of rust? Through the analysis of these issues and tell the students on condition that the steel corrosion of iron and water vapor, oxygen, the result of both. On this basis, to guide students to think the exchange of industrial and agricultural production and daily life, how to effectively prevent corrosion of steel. Finally, the teachers and students a common reading textbooks, “Observation and Reflection” section on the period of discourse for students to comment on “Chemical guide the rational use of chemical resources of mankind,” this view of knowledge, but also with the production and livelihood of more examples of or examples to illustrate this. Attachment: With regard to the successful experiments carried out: According to materials P5 Figure 1-9 The experimental setup for classroom demonstration of the phenomenon is very obvious, it is difficult to achieve presentation effects, under the plan proposed device, in accordance with the following steps to carry out experiments 【】 ① Press the right test Figure connection test equipment, inspection equipment air tightness; ② sealing off folders, adding to the wide mouth bottles in sufficient quantities deoxidizer (mainly ingredients of iron powder) and trickle-down 2 ~ 3 drip, stuffed with cork; ③ observed after one day bottle deoxidizer change, and then open the seal folder; ④ would be stretching a section of wood burning, wood out.

P6 Observation and Reflection

【Setting】 by burning matches the intention of the experiment observation and analysis of related phenomena, revealing some burning will bring environmental pollution problems, extending the process of perceptual substance use will have on life, the environment and other toxic and harmful substances, a reminder that the use of substances are also concerned about some of the negative effects that may arise in order to achieve rational use of material, to ensure sustainable development of society.

【】 Doing a good job of teaching the proposed demonstration experiments, guide the students to observe the phenomenon of difference is a clear prerequisite for effective implementation of teaching, combined with related materials to read, understand the phenomenon and the reasons for the differences is to comprehend the material harm caused by the use of the process may have some negative impact on the key. Therefore, the teaching demonstration experiment to ensure that the phenomenon of apparent (due to the market less sulfur matches, the proposed improvements to the experiment will be changed to match the glass rod sulfur alcohol lamp Heat Serve hot dip elemental sulfur, alcohol lamp lit and then carry out the relevant experiments elemental sulfur), to enable students to perceive the phenomenon of differences. On this basis, combined with the text materials, books to read, clearly caused by the difference. In order to better enable students to insights sulfur dioxide harmful to the environment, it is recommended to add the appropriate teaching on the sulfur dioxide pollution-related materials to enhance students “sulfur-free matches to gradually replace the sulfur matches” sense of urgency and importance, and thus comprehend the use of chemistry and technology to improve health
Method of production process
P8 activities and exploration

【Setting】 intent of this section to enable students to collect information through the sample and conduct a simple experiment aimed at getting students to understand the diversity of materials, performance differences, a preliminary understanding of material properties determine the material uses. Meanwhile, the combination of materials, reading, sentiment chemistry to promote scientific and technological development, to improve human life play an important role.

】 【Teaching suggestions to guide students hands-on experiments, sentiment in different materials, density, hardness and other properties is the implementation of this important part of teaching purposes. To tie in with the part of teaching, allowing students to access pre-class extensively to collect relevant material properties, uses, synthesis principle, etc. (or by teachers for students to read), a preliminary understanding of materials properties, application and synthesis so that they are feeling Chemical synthesis can provide people with skin variety, the performance of different materials, to facilitate and enrich people’s lives.

P9 exchange and discuss

【Setting】 intended activities by the students themselves, combined with everyday experience, feel the chemistry of the scientific development to improve people’s lives, promoting scientific and technological progress, promoting social progress, and further stimulate interest in learning chemistry.

【Education】 As students have just suggested exposure to chemical, head on in this regard is not a particularly large number of examples to understand, but know the facts do not necessarily linked together with chemical, it is proposed that part required as after-school job, give students enough time to collect a richer material, in order to achieve a better understanding of the relationship between chemistry and the purpose of human life. If time allows, students can complete the work based on the arrangements for certain period of time for students to conduct exchanges reporting activities, student work can also be used Shouchao Bao, the Blackboard paste the form of demonstrations.

C N O F Ne Ne-fluoro-CNO

Na Mg Al Si P Na Mg Al Si P

S Cl Ar K Ca sulfur chlorine argon-potassium-calcium

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1, chemical research study topics and the direction of choice

According to the study of the subject selection principle, combined with the actual subject teaching and the students strengths, interests and other factors, chemistry study the choice of topics from the following five aspects to consider.

1, exploratory chemistry experiment

Exploratory experiment is the students through their own research activities, through scientific abstraction, logical thinking, he summed up the conclusion of a teaching style. Exploratory experiment is given only to the requirements of the research, under the guidance of teachers from the students themselves determine the experimental principle, choose the experimental apparatus, develop pilot programs to explore the unknown conclusion. The aim is to train students in the scientific spirit, a scientific attitude and scientific methods to develop students rigorous style and the spirit of unity and coordination. This kind of experiment may not have necessarily the correct conclusion of the study, for the subject itself is “Light conclusion, re-process”, so that students in the course of the study to obtain their personal abilities, personality, quality, determination, scientific cultivation and other aspects of improvement.

2 pairs of key and difficult points in high school chemistry knowledge specific research

Through the key and difficult points of chemical knowledge, special study, can promote and expand the knowledge of existing book-learning, to focus on the knowledge of the deep-seated understanding of the effective breakthrough in the difficult knowledge. Such as “the basic law of redox reactions and application of analysis”, “homologue of benzene in the benzene ring and the side chains of mutual influence,” “the original cell, electrolytic cell electrode reactions of the writing”, “FeCl3 solution and the product of reaction between Na2S solution research “and so on.

3, the reality of reality

“Ordinary High School Chemistry Teaching New Curriculum,” clearly states: Chemistry and society, life, production, science and technology are closely linked, and occupies an increasingly important position … …. “In their daily lives and industrial and agricultural production implies a a large number of chemical knowledge, so teaching, choice and life, production and social issues as closely linked to the actual content of the research, you can stimulate students interest in learning to understand the chemistry of human progress and social development in the value of students Application of chemical knowledge to solve practical problems in daily life habits.

4, a comprehensive interdisciplinary problem

The development of modern science, so that while subjects in the emergence of highly differentiated integration and the overall tendency, there has been a comprehensive discipline. Such as chemical and biological, materials, environment, energy and many other interdisciplinary, penetration, fusion, forming a life science, materials science, environmental science, energy science, an integrated subject. So you can select the chemistry and other disciplines linked to a comprehensive problem as chemical content of the research project. Because some of those involving chemical knowledge, but also related to the physical, geographical, biological and environmental knowledge.

2, chemical research study of the implementation of the

1, Chemical Research Study Teaching

According to the study of learning characteristics of their teaching there can be no fixed model, therefore, the teaching provided below is only an idea of teaching in practical applications, due to improved and perfected.

(1) Subject-based teaching research study, its teaching model as follows:

Proposed topics —- design (design experiments to gather information )—- ()—- processing information —- the implementation of experimental application and innovation of the results show —- and evaluation.

(2) based on social practice and the survey research study, its teaching model as follows:

—- Design options proposed by the subject to carry out practical investigations —- —- —- outcome of processing information display and evaluation.

2 Some of these teaching model description

First, the research study of the general procedure is:

Select topics → design → implementation research → → results show the results of handling and evaluation.

Second, the research study subjects can be chosen by the students can also be made by teachers, or teachers and students to study the decision.

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One of the problem

China will be hand-held technology, instrumentation (including the acquisition, sensors and graphics calculators, etc.) the introduction of secondary school teaching began in the late 20th century, and most studies focused on mathematics, physics and chemistry and other subjects the field of teaching. Chemistry research in the field in which more emphasis on hand-held technology in the chemical research study in the application of [1 ~ 4], and for the integration of handheld technology in the chemistry of conventional classrooms (especially in the context of the new curriculum) practice has been relatively rare; In addition, foreign research on science teaching more focused on hand-held technology-based teaching area, but in specific the application of chemistry involved is relatively little. Based on this, the author of some combination of teaching and research experience in the past [5 ~ 8]. Select the New Chemistry Curriculum elective module “reaction theory” in the “weak electrolyte ionization” as the teaching content of handheld technology for students to understand the process of glacial acetic acid water-soluble substance of help. In addition, this paper for the use of handheld technology to help learners to eliminate misconceptions, or the idea of dissimilar ideas to provide some reference.

2 Teaching Subject

Select Huadu District, Guangzhou, Xinhua Middle School High School grade students in a chemistry class (a total of 65 persons) as the medium of an object. Before starting the lesson students have completed the “chemical balance” section of the content of learning, and a lesson to learn in the “weak electrolyte” concept; they have a certain understanding of handheld technology. Teacher role played by the first author of this article.

3 Teaching Process

The teaching process includes excitation of fun, and guidance, conjecture, presentations, explore, sum up the 6 links; only one class.

3.1 Stimulated Interest

Teachers first introduction of the “constantly adding glacial acetic acid to the distilled water, if two kinds of substances, when new to start running, then the temperature and pH of the solution over time change?” Problem, to stimulate students interest in exploring; the same time, ready for data collector, temperature sensors, pH sensors and related instruments and medicines.

3.2 boot

Teachers then lead students to recall and apply prior knowledge, such as “heat of solution,” “weak electrolyte” and “ionization” and so on, as well as “thinking and communication” part of the contents to understand analysis of the problem; while providing “pH =- lgc ( H +) “formula as an additional information (Note: Students have to complete the module in mathematics,” logarithmic function of “knowledge of the learning).

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“Material classification” is a new PEP high school chemistry textbook, “Chemistry 1 (Required)” [1,2] The second section of chapter content, including simple classification and its applications, distributed system and classification of two parts, in which the classification of chemical substances through the clues, involving the classification of pure materials, decentralized system of classification, the nature of the colloid, as well as knowledge of methods of classification. How According to this part of the intellectual content of the actual characteristics and student learning to guide students from the perspective of chemical substances for classification, to enhance students basic concepts of chemistry such as the elements of concept, classification concept into a preliminary outlook on the formation of [3], which undoubtedly is extremely important. To this end, this article from the perspective of instructional design elements are discussed.

How do I see a “material classification” unit

Unit teaching focus is on “unit” [4]. Unit teaching to a “unit” is relatively independent of the teaching units, emphasizing the design of teaching starting from the unit as a whole, highlighting the teaching objectives, content and process integrity, connectivity and developmental. Units are various sizes, that is, the concept of relative units. Conducting unit instructional design, not only requiring teachers to prepare a small unit, but should be “material classification” is a small module into the “chemical substances and their changes” this great unit to analyze, first of all a clear core concept of large units and teaching objectives, and then to determine the objectives of this small unit and focus teaching and so on. Unit teaching objectives is identified as the soul of instructional design elements, how to look at the value of a unit of teaching, which is an important element of teaching objectives of the design basis for teachers to directly reflect the purpose of or as a means of knowledge as a value orientation. The new curriculum based on chemical concepts, the chemical unit instructional design should focus on cultivating students chemistry concepts and scientific ways of thinking.

The “classified material” is defined as the teaching unit, because it is a relatively independent and has its inner logic of the contents of the system of knowledge is more important is that the “material classification” is not only the scientific method commonly used chemical research, but also students Chemistry is an important way. Student learning of this module, not only acquire knowledge and skills increase, more importantly, the scientific classification of insight and material classification concept formation. “Material classification” teaching the value of units in the following several aspects.

1.1 a rich understanding of chemical substances

The classification of chemical substances from the point of view, the classification of pure material in the junior high school students has been initially introduced. Here, mainly through the use of the scientific classification of chemical substances review, guide the students to grasp the distinction between various types of material and links to further systematization of learning, which is also a student learning methods and ways of thinking to further enhance the . “Decentralized systems and their classification” is a “simple method” extension, teaching materials in the middle “solution” based on knowledge highlight the “colloid” help enrich the students understanding of chemical substances.

1.2 Classification method of learning materials

Classification is a common scientific method. Classification of chemical substances? In order to enable students to apply taxonomy for learning, teaching materials and lists of “cross-classification” and “classification tree” It’s two kinds of common and specific classification method. “Material classification” is a key element is how to guide students to use the classification method from the perspective of chemical substances classified.

More than 1.3 perspective of chemical substances

For material classification, involving the classification criteria and classification methods. Categorization is not the same, using the classification criteria is different.

According to curriculum standards, “according to the material composition and nature of substances classified” requirement, for the classification of chemical substances, it is necessary to guide students from the chemical perspective, according to certain criteria (composition, properties, structure), etc. of chemical substances classified. This is the content of this module the key to teaching. According to different “standard” to classify the material reflects the people’s understanding of things different angles. The value of this module is to guide students from a different perspective of chemical substances, thus to achieve a comprehensive understanding of, the formation of rational, the basic concept of the material classification.

From the above analysis point of view, “material classification” unit, not just knowledge and skills unit, is also a “process and method” module, but also “emotional attitudes and values” unit.

2 pairs of “classified material” nature of the understanding is the core of a single instructional design

On “classified material” nature of understanding, including why the classification of chemical substances, how chemical substances classification and other issues.

A large number of things according to certain “standard” classification is a simple and effective scientific methods. This method is commonly used across the curriculum as a research methods and learning methods, but in the same discipline of looking at things a different angle, thus forming an angle with the section characteristics of the classification and classification. For the tens of millions of chemical substances, using the classification method, the range of material through the points form a logical and orderly system is conducive to grasp the essential difference between the material and links to explore further the transformation of the relationship between the various types of material, from the whole understanding of chemical substances and changes in provision of internal clues, which will also help students in cognitive processes.

According to the criteria of the material be classified? Class of substances, standing on different application point of view, there is a different classification method. Everyday life, people are usually based on the color of the material, state, odor, etc. to identify the material, because these physical properties, intuitive, easy to perceive and identify. Although the chemistry, physical properties can also be based on classification of the material, but this is only a superficial level, the perspective of chemists in the study of material, they often focus on macro-and micro-combined to the external nature of the phenomena attributed to intrinsic material composition, structural characteristics. Therefore, the chemical is one of the unique perspective from the material to understand the chemical composition of substances and their classification, summarized in [5].

Importance of material composition of the chemical basis of the concept. Nature of substances by certain elements of the. In chemistry, material composition and elemental composition consists of two layers. Components, refer to the various components in the mixture. Daily contact with most of the material mixture contains many components. Based substance is formed by the same component can be divided into physical mixture and pure materials. In general, the chemistry of the “material” generally refers to the composition, structure determined by the net material. For the pure material, according to their number of constituent elements of the kind to be divided into elemental and compound. The composition of the material is material in nature to a new type. The nature of the pure material is subject to the impact of constituent elements, for simple compounds (or a single quality), elemental composition and even play a decisive role in [5]. Based on the material composition of the right to classify the material in order to understand the core elements of substances, able to study the nature of the material to create awareness framework. However, the material composition of the same, by its nature may not be the same, which is related to the structure of material. Therefore, the chemical unique perspective of the two is based on the nature of the material, the structure of the compounds further classify different categories of research. According to the material composition, nature and structure of the classification of the material, you can grasp the distinction between various types of material and links to provide ideas for the further study.

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The so-called humanistic education is the humane quality of education, that teach the students how to get along, how natural, human and social harmony. Its purpose is to enhance the cultural enrichment of students, theoretical cultivation and moral cultivation. Humanistic Education’s core focus is how a man, how knowledge, how to develop. Humanistic quality is the basic quality of a man, humanities education is the foundation of science education, it is the quality of education, an important part of [1]. Infiltration in chemistry teaching humanities education is through the many disciplines of chemical contents and methods of research, training students to pursue a better life realm, the pursuit of self-worth improved respected sensibility and emotion, attention to diverse social life, advocating science and opposing superstition for and against blind obedience of the human spirit, so that students establish a correct outlook on the world and the scientific concept, and develop their social awareness, enhance their sense of mission and sense of responsibility to serve the community. Here I practice in action.

To carry out a variety of activities shows that the U.S. chemical function of educating people

Of aesthetic education is the quality of a person’s humanity an integral part of aesthetic education can not only cultivate character, improving quality, but also helps develop intelligence, is a German-speaking Smirnov and lofty spiritual activities, promoting the overall development of students play an irreplaceable role. America is a kind of scientific beauty of Chemistry, chemical substances at the prompt within the varied forms and laws of motion, the display contains the chemical field of the rich aesthetic material, it has a special aesthetic values. Growing louder and louder in quality education today, the emphasis on development of the US’s unique chemical function of educating people of all chemistry teachers should gradually become the consensus [2].

[Case 1] in junior high school chemistry class in the design of preface, we must first fully display the charm of chemistry and learning chemistry values, to stimulate students interest in learning, enhance students on chemical emotions. To this end, I give students assignments to advance to the “life of the chemical” under investigation. A result, students reported the results for I delight and shock, including a group of students is to do so.

“To ask what is the relationship between chemistry and life? I say: high quality of life is inseparable from chemicals. How, Do you want a letter, then you go to Mrs. Wang’s family to accompany a trip bar!.”

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High School at the beginning, many students will enter the learning phase chemistry class struggling – Chapter II Chapter III of the chemical equilibrium and ionization equilibrium. Experience tells us that at this stage tend to be a watershed in learning chemical polarization. OK then soared, no allowed to deteriorate. Even some students will feel like trapped in swamps, confusion and perplexity, some basic due to the weaker students and upset the air impatient and weary of studying emotions is particularly evident. As such, the content of teaching, has always been for the teachers attention, often become the target for the reform of chemistry teaching. However, as far as I know, and we can not say that it has a very good solution to this issue, it is still a major irritant for many teachers.

However, this semester the beginning of a new Vice-Chancellor Hung Chin-depth investigation, the chemical group in paragraph two, listening to teachers to reflect this would face a “persistent” shadow after the year is to be made to carry out the collective “integration”, prevent students into balanced “swamp” in the new initiative, with the consent everyone’s approval, we began to put into practice, and has achieved initial success, so I have suddenly see the light of the sense of Dayton, excitedly, organize thoughts are as follows.

In my opinion, this “integration” idea, which embodies the “one can not be Left Behind” and the basic concept of quality education to fulfill it. Far as ways and means in terms of, this “integration” is different from the past, we confined to the chemistry within the “stop-gap” and “chipping away”, is a mobilization of the students, chemistry teachers, other branches become teachers so the class teacher, and many other positive factors in the comprehensive management, not only intellectual factors involving students and non-intellectual factors, also made in the context of the new curriculum, teachers how to achieve “dominant group”, “to concentrate superior forces to fight a battle of annihilation” “Harmony teaching “many problems, perhaps, that’s what the teachers whom we have a lot of eyes bright, feel and one of the reasons mood bar.

Recalling the school integration measures implemented this instruction The Ins and Outs, the author feels that the new implementation strategy has the following features.

An increased intensity of the integrated management of annual segment

Go to school at the end of this year, once in paragraph layout of survey results in all classes there because of the number of students falling weariness, and asked each student Teacher analysis of the reasons for weariness. At that time, statistics show that the class generally occurs around 10 people are weary of studying, because there is a lack of hard spirit. Years period was also hard work for the Weary students thought was stupid, but opportunistic, such as cheating in examinations and other bad behavior has become a phenomenon of the capital to show off, Strict Kaofengkaoji repeatedly improve the “do not have good test wind, the Without a good style of study “education. While for the chemistry class will be entering the eleventh grade, the actual period of learning difficulties, in order to prevent the weariness the number of “opportunistic” growth, and efforts to reduce the number of weariness, of the student’s educational years and from paragraph to start correct style of study, carried out many activities to clean the teaching space, fertile ground for open learning. Years, a unified understanding of segment management regularly called on subjects to be concerted efforts of all classes of teachers. I was impressed by the slogan that is, teaching is the core, management is the key. Is the tube out of a good class, good students to teach them, and good results are out of school, a good character is also the tube out of. Segment this year, has also developed a “classroom, study hall disciplinary regulations,” and held several students of the General Assembly to analyze the pros and cons pros and cons of classroom discipline, facts and reason, and strive to enable students to understand the “human right way is the vicissitudes of life” and wants to contempt cast aside fraud, malpractice. Students also learn to Thanksgiving education. Particularly worthy of mention is that Hong Xiaozhang TV segment was the year, clearly pointed out that the High School Chemistry “balance” and so on is essential to study after chemistry class than in the past appeared on classroom discipline is a good learning atmosphere. I realize that this series of educational activities, not only for subjects Teacher “Tuition, FAQ,” to win more time, but also conducive to the emotional communication between students and teachers to overcome the Teacher management of students resentment At the same time, but also for entry into the High School stage, to prevent the students were close to a balance of discipline, “swamp”, and appeared irritable mood a shot in advance, “tranquilizers” and we have a sober understanding of, and reasonably for their “balance” used in teaching, a lot of work will be to achieve effective and efficient.

2 corresponds to the implementation of measures are helping, and educating teachers and students

According to this “integration” requirement, this semester, the year each class segment, “top student” and “Underachievers” weak disciplines, individual counseling tasks, both were implemented in a specific subject teachers, corresponding to “helping and educating” the “roster of “has been issued to the hands of every teacher. In particular, such measures are clearly required these teachers to tie in with the class teacher do a good job Underachievers transformation, we should recognize that each student’s academic progress is not a Billing Division of the teacher’s task is to segment each year teachers shared responsibility. I, as a chemistry teacher, also undertake specific tasks, and consciously carried out the work. Have been aimed at the classroom, “the shape of casual, but in reality preoccupied with” the top student in the communication between classes, emphasizing the learning modules for the balance does not change if the elements of compounds to study the way, there may be thinking of loopholes, and even keep up with the hope that He and classmates often at the same table to discuss issues in class practice of the best arrangements in the class, let him know that only the truly powerful only after their own to better help them out. After that, he was reduced class discussion, and chemical equilibrium part of the test were significantly higher than previous results, new breakthroughs in other chapters. Another “take the shape of God, but in reality food for thought” and classmates, divergent thinking, creative thinking are strong and sometimes unexpected but made others closely associated with the subject of deep-rooted problems. He sometimes “superficial confused, but in fact clear-headed.”
The next class to communicate with him, telling him, due to a balance of knowledge points in high school is only shallow exploration, and may even be a learning process in the future, some are practical principle is the wrong conclusion, if there are different views with the teachers hope that after-school boldly put forth in order to reduce confusion in mind. I also, and he said, teachers want you to be more youthful, more sunlight. Teacher will not you become an “alternative”. Reduce the psychological burden on him, he was a steady increase in performance, but also the minds of the likes and the teacher said. Practical issues in the community, he has a balance of knowledge in the application of acid rain control measures, put forward the views of both innovative and proven science, so much so that the author himself had some “dwarf” deeply “Houshengkewei.” It can be said that from his upbringing to see the light and hope, understand the importance of harmony and teach. On the other hand, the results had “plummeted” Wang Ye classmates, who were recognized as a class, each class students are sleepy generated by “feel master”, the next class in time to communicate with him, tell him I worried: If the Learning “balance” section when you do not regulate the sleep time, unable to control themselves, which may in the future “is too late”, even if the fight for honor, you have to adjust yourself. The conversation really work. Subsequent classes, he was almost a completely new popping up, performance has improved markedly. I also paid attention to the student chapter of operations and inspection and marking, the students found the problems regarding the timely correction, especially those related to the chemical balance of the issue so as to make the whole batch the whole reform, efforts to make students understand themselves and the crux of timely treatment , so that early doubts resolved, knowledge points, a pretty good idea when they encounter problems do not panic, clearing the way for the gradual break through difficulties. All these examples are numerous. I feel the implementation of integration requirements, not only classroom teachers, more clearly their own responsibility, but also to the overall quality of students improved. Period, I further understand that teaching more difficult, the more we should allow students to learn to communicate in time with teachers, while teachers need to learn to listen, to develop the initiative to understand the situation of occupational habit of learning should also be modestly to the students to learn, to make it clear teacher does not mean that students, not to “do.” Such a broad approach to assistance and education form the students into pairs to prevent the balance “swamp”, is also just as “Kung Fu lie outside of poems,” is definitely not without benefit.

3 Teachers should learn to take advantage of this “integrated” advantage

On the one hand, have good communication between class teachers and other teachers Koren. Now, I often find the class teacher preparing lessons can be said to have suffered a sweetener. Found that those who thought a strong, but the emergence of the phenomenon of lectures students can not concentrate to play the class teacher of management advantage for the “chemical class” escort. For example, a student, when cultivated in the first two days of school “painted word” habit, the impact effect of lectures, and sometimes can not get rid of their own. To communicate with the class teacher, the concerted efforts taken against him tighter controls, not soft strategy. Finally, he has been a significant change in study habits, learning balance feeling more smoothly. On the other hand, we have to make good use of this integration requirements, improve the quality of interdisciplinary integration of lesson preparation. “The labor wants, we must first sharpen his tools.” In this implementation of the “integrated” approach to the management features of the annual segment, we have reached a consensus: to capture a “balanced,” and so the difficulty for students to master the science of learning to do more problems than the more important the right way in order to achieve good results and engage in problem sea tactics, charging the theme is absolutely undesirable. So now we have the knowledge to explain chemical equilibrium, the greater emphasis on students learning guidance. In the teaching of which “is equivalent to balancing” and difficult time, it made clear that there is a limit for its principles of law and the conservation law two kinds of solution, a detailed analysis of each method of application of the conditions and limitations. Teaching, we found that in computing the balance of learning, some students so I feel difficult, due to infiltration of math problems and congruent extreme graphics and similar philosophical question of graphics, materials, although the students a good foundation in mathematics to solve provided a favorable balance of help, but for some in this regard on the basis of weak students lack the necessary care, so that these students are difficult, pressure, and some students have even felt almost no law, and his hopeless . Also, the penetration of gas physics in the integrated equation of state issues, but also for students to learn “balance” obstacles. Therefore, we chemical team of teachers, it is necessary to prepare the discipline problems and also to prepare relevant fields of knowledge, but also communication and other related subjects and timely progress of the teachers themselves will be the first to achieve the knowledge rub thoroughly in order to promptly identify problems solved in time. In order to prevent the students caught in balance “swamp” provides a collective lesson planning to ensure play the advantages of collective classes.

In short, I understand, we must conscientiously implement the “integrated” teaching strategies, confidence and lead students to successfully conquer the High School Chemistry this balance “swamp.”

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“Tortoise and the Hare” New Romance Memorize the Equations of element names

“Students, you are familiar with the ‘Tortoise and the Hare’ the story now. Rabbit lost the race to the effect Jingzhou, lost to the tortoise. However, the story did not end there. Now, I want to tell you what happened. Classmate They attentively listened to, and to think: What I learned from the story? ─ ─ on the back to say the rabbit lost. Since then, the rabbit in the crowd’s jeers of struggling to survive, he Revival, hard training, vowed must be in come back to win two games. tortoises dare not neglect, he trained more seriously than in the past had. However, the unexpected happened during a training, tortoise foot tendon rupture, he could no longer go on the training field trained all day, to survive only by wheelchair. Rabbit heard this news, very sad, having lost its competitors, he also announced that retired. so they are no longer competitive, and has become the best friend, They love each other with each other, all have been laughed off the other side feel ashamed, and sincerely apologize to each other. turtle though paralyzed, due to the meticulous care of rabbits, the body, or they grow too large Bang Bang’s; rabbit does, the moment children are not idle, the turtle home of their daily cleaning clean, and water tanks, the meters tank is always packed full. turtle was very sorry, bent on their own dedicated Lamy’s Wang Dan’s light gave the rabbit donkey. rabbit distressed turtle, unconscious rubbing his legs, said: ‘Do not worry about anything else you, as you could not make water, land-based wind and rain sun, your skin, how can I be able to stand it? have added a Gail Caixing ah. ‘Since then, the turtles on the back of a heavy shell.

People are deeply moved, and they were immersed in writing a poem to praise the tortoise and the hare’s friendship: Against ceremony to accompany a friend, and paralysis, but raising Fray; Lamy donkey owned by you, leaving land to be stamped. Qianchi pond water depth, the situation is less than tortoise and the hare. Converted into element names is: “hydrogen helium lithium beryllium boron, carbon and nitrogen oxygen fluorine neon, sodium, Mg, Al-Si phosphorus, sulfur chlorine argon potassium-calcium.” Precisely in respect of 1 to 20 of element names and the order.

Attached: 1 to 20 element symbol:

H He Li Be B hydrogen helium lithium beryllium boron