Implementation of experimental inquiry teaching in chemistry classroom teaching

Abstract: This paper discusses the main principles, basic strategies, general models and methods of implementing chemical experiment inquiry teaching in classroom teaching.

The implementation process and other aspects, talk about their own experience.

Keywords: main principles, teaching philosophy, innovative spirit and practical ability of experimental inquiry teaching

Inquiry teaching refers to a teaching mode in which students discover, analyze and solve problems in autonomous learning and cooperative discussion under the guidance of teachers, and finally master knowledge and develop their abilities. It has the characteristics of subjectivity and openness. As far as chemistry teaching in senior high school is concerned, inquiry teaching can generally be divided into experimental inquiry teaching, question inquiry teaching and exercise inquiry teaching.

Experimental inquiry teaching is a teaching form under the guidance of teachers, which enables students to experience the scientific research process, master scientific inquiry methods and cultivate students' innovative spirit and practical ability through the inquiry activities of chemical experiments. It is one of the important forms of inquiry teaching and has the characteristics of inquiry teaching. Experimental inquiry teaching can stimulate students' interest in learning chemistry, strengthen students' scientific inquiry consciousness, urge students to change their learning methods, master scientific inquiry methods, and cultivate students' observation ability, experimental ability, thinking ability and self-study ability, especially their innovative spirit and practical ability.

1 The main principles of implementing experimental inquiry teaching in classroom teaching

1. 1 subjective principle

The principle of subjectivity means that the implementation of experimental inquiry teaching must change the teacher-centered and conclusion-oriented teaching mode and realize the self-learning teaching mode with students as the main body and process as the focus. Leave the time and space for exploration, communication and evaluation to students as much as possible, and highlight students' dominant position in learning.

1.2 open principle

The principle of openness means that teachers must open teaching requirements and teach students in accordance with their aptitude when designing experimental inquiry teaching; In the process of inquiry teaching, teachers should pay attention to the interaction between teachers and students, so that students can fully express, ask questions, explore and discuss under appropriate control, and implement open teaching.

1.3 objective principle

The goal principle means that the implementation of experimental inquiry teaching must focus on the key points, difficulties and knowledge growth points, create scenes that conform to students' cognitive laws and are conducive to knowledge expansion and ability development, highlight the cultivation of students' innovative ability and practical ability, and realize the mutual integration of "knowledge and skills", "process and method" and "emotional attitude and values".

1.4 simplicity principle

Simplicity means that under the premise of following the objective principle, teachers must choose simple and easy inquiry content suitable for classroom teaching, make full use of the simple equipment around them, and design an inquiry scheme that is convenient for experimental operation, experimental data collection and processing.

2. The idea of implementing experimental inquiry teaching in classroom teaching.

2. 1 Basic strategies for implementing experimental inquiry teaching in classroom teaching

The purpose of implementing experimental inquiry teaching in classroom teaching is to use the inquiry activities of chemical experiments to infiltrate the ideas of creativity, subjectivity and openness into classroom teaching, fully highlight students' dominant position, and let students master scientific inquiry methods while acquiring knowledge, thus improving their chemical ability. Therefore, in teaching design, teachers must fully explore the inquiry content suitable for classroom teaching, in line with students' cognitive level and conducive to the cultivation of ability, and carefully design the inquiry scheme. In the process of implementing teaching, teachers must properly standardize, guide, comment and encourage, and embody the basic strategies of taking students as the main body, taking activities as the basis, focusing on process and taking ability training as the core.

2.2 the general model of experimental inquiry teaching in classroom teaching

The mode of experimental inquiry teaching should be suitable for the reality of classroom teaching, flexible and flexible according to the actual needs of classroom teaching, and can not be stereotyped.

2.3 the implementation of experimental inquiry teaching in classroom teaching (taking the activity of exploring the molecular structure of ethanol as an example)

(1) Create a scene

According to the objective principle, creating situations is a process in which teachers use textbooks, exercises, materials in daily life and actual production to create inquiry situations and create an inquiry atmosphere in classroom teaching. The situation created must conform to the students' cognitive level, which is conducive to the expansion of knowledge and the cultivation of ability. It must be intuitive and exploratory, which is convenient for students to find problems and stimulate their desire to explore.

In teaching, according to the chemical formula of ethanol-C2H6O, teachers use valence bond principle to guide students to assemble rod-shaped models of ethanol molecules. When students come to the conclusion that there are two possible molecular models of ethanol, they are asked to write B.

Structural formulas of two possible structures of alcohol molecules,

Guide students to analyze the similarities and differences of chemical bonds in the two molecular structures, and put forward in time that "ethanol is pure, and ethanol molecules cannot have two structures" to create a scene for experimental exploration.

(2) Find the problem

Finding problems is a process in which students have doubts about what they are exploring, or because what they are exploring conflicts with what they have mastered.

In the cognitive conflict between "ethanol molecule has two possible structures" and "ethanol is pure, and ethanol molecule cannot have two structures", students will inevitably ask "What structure does ethanol molecule have?" Problems, thus stimulating students' desire to explore, and triggering experimental exploration with the theme of "proving the molecular structure of ethanol".

(3) Put forward assumptions

Putting forward hypothesis is a process in which students use their knowledge and experience to make possible predictions about the causes, changes and development of things and the results of the changes and development of things, and establish inquiry goals.

Teachers can use the principle of "similar structure and similar nature" to properly guide students to associate the structure and properties of H2O with O-H bonds, and to associate hydrocarbons (diesel oil) with learned C-H bonds. After discussion in the experimental group, they put forward the following assumptions and set the exploration goal.

Suppose 1: If ethanol can react with metal Na to generate H2, the molecular structure of ethanol is structure A.

Hypothesis 2: If ethanol can't react with Na, the molecular structure of ethanol is structure B.

(4) Design scheme

Design scheme is a process in which students use their own knowledge and experience to determine experimental principles and design experimental steps for the purpose of inquiry.

According to the above assumptions, students design experimental steps and determine the following experimental schemes (representative schemes):

Scheme 1: add a small piece of metal Na into a test tube filled with a small amount of anhydrous ethanol and observe the phenomenon.

Scheme 2: Add a small piece of metal Na into a test tube filled with a small amount of anhydrous ethanol and observe the phenomenon; If there is a reaction, collect the gas and check it.

Scheme 3: Add a small piece of metal Na into a test tube containing a small amount of anhydrous ethanol and a small amount of water to observe the phenomenon; If there is a reaction, collect the gas and check it.

Scheme 4: Add a small piece of metal Na into three test tubes containing a small amount of anhydrous ethanol, a small amount of water and a small amount of kerosene, and observe the phenomenon; If there is a reaction, collect the gas and check it.

(5) Experiment.

Carrying out experiments is a process in which students reasonably choose experimental instruments according to the experimental scheme and use the knowledge and skills they have learned to explore.

Students choose instruments and experimental supplies independently or under the guidance of teachers, start experiments according to their own experimental plans, and observe and record phenomena. During the experiment, teachers make appropriate adjustments and give appropriate guidance to students' operation.

(6) Discuss and communicate and draw a conclusion.

Discussion and communication and drawing conclusions refer to the process that students discuss and analyze the experimental results produced by their respective experimental schemes under the guidance of teachers, and draw practical conclusions through communication and interaction, so as to increase their knowledge and enhance their ability.

Through the analysis, discussion and communication of the phenomenon, the corresponding conclusions are drawn:

Conclusion 1: ethanol can react with sodium metal, and the molecular structure of ethanol is structure a. ..

Conclusion 2: Ethanol can react with sodium metal to release H2, and the molecular structure of ethanol is structure A. ..

Conclusion 3: Both ethanol and water can react with sodium metal to release H2. The molecular structure of ethanol is similar to water, and the molecular structure of ethanol is structure A. ..

Conclusion 4: Both ethanol and water can react with sodium metal to release H2, while kerosene cannot react with sodium metal. The molecular structure of ethanol is similar to water but different from kerosene. The molecular structure of ethanol is structure A. ..

(7) ask questions and comment on integration.

The integration of questioning, commenting and commenting refers to students' self-evaluation of the experimental scheme, operation and conclusion, as well as teachers' evaluation of the experiment, the integration of knowledge and the evaluation of students' learning attitude. Through the interaction between teachers and students, new doubts arising in the experimental process can be eliminated, and correct conclusions can be drawn, or they can continue to explore until the correct conclusions are drawn. It is an important process of knowledge integration and ability development.

Through discussion and communication, students self-evaluate the scientificity, rigor and operability of the above experimental scheme, rigor of experimental conclusion and accuracy of experimental operation, and teachers timely comment, integrate and evaluate. Answer some new questions raised by a few students, such as "Structure B is different from alkane, and C-H bond may be influenced by C-O bond" and "Why H2O reacts more strongly with metal Na than anhydrous ethanol", so as to dispel students' doubts.

Through the above experimental inquiry, students can experience the process of scientific inquiry and fully feel the fun of inquiry, which is not only conducive to the mastery of students' knowledge and the training of inquiry methods, but also conducive to the development of students' personality.

3 some thoughts on the implementation of experimental inquiry teaching in classroom teaching

3. 1 We must implement the principles of subjectivity and openness, and fully embody the concept of taking learning as the mainstay.

In the teaching process, we should teach students in accordance with their aptitude, pay attention to the interaction between teachers and students, and leave as much time and space as possible for students to explore, communicate and evaluate. Teachers should correctly guide and encourage students, awaken students' subjective consciousness, encourage students to study independently and actively explore, so that students can truly become the masters of learning.

3.2 We must implement objective principles and accurately grasp the focus and height of teaching.

In the design of inquiry scheme, we should grasp the key points of teaching, pay attention to the cultivation of ability and avoid the formalization and superficiality of inquiry; Pay attention to step by step, accurately grasp the teaching level, avoid exploring the content difficult and easy, and weaken the enthusiasm of students; In the selection of inquiry content, we should pay attention to the timeliness of inquiry and choose simple and easy inquiry content suitable for classroom teaching.

3.3 Fully tap the inquiry resources and pay attention to the cultivation of inquiry ability and the training of inquiry methods.

Fully tap the inquiry resources in teaching materials, test questions, daily life and actual production, carefully select materials that are conducive to cultivating ability and training methods in an objective and simple principle, so that students can master scientific inquiry methods in experimental inquiry, and at the same time acquire the cultivation of innovative ability and practical ability.

3.4 Carefully create problem situations to stimulate students' interest in inquiry.

"Learning begins with thinking, and thinking begins with doubt". It is necessary to carefully create novel problem situations, try to make students have cognitive conflicts and sensory stimulation, and fully stimulate students' interest in inquiry. Creating problem situations is the key link to implement experimental inquiry teaching. Whether the created question situation is novel or not is directly related to whether the students' interest in inquiry can be fully stimulated and whether the whole inquiry process can be carried out smoothly. Therefore, how to better create problem situations is a subject that every teacher must seriously explore.

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