According to psychology, learning interest refers to people's psychological tendency to seek knowledge and explore something based on their learning needs, which is the internal motivation of individual activities. It can make individuals pay attention to learning activities and has positive emotional color. It can be regarded as the internal motivation of learning and a conscious tendency to promote students to explore knowledge. Chemistry learning interest refers to "students' special activity tendency with emotional color, which is an important internal motivation to promote students to explore substances and their changing laws, and has a strong incentive function".
Bao, Cui Hengchun and others classify their learning interests from different angles as follows:
(1) From the way interest is generated, learning interest can be divided into direct interest and indirect interest. The former is caused by the characteristics of things, which have strong feelings for people and are not consciously expressed, and generally may not be realized; The latter is not interested in the specific object or result of the activity, but has a clear understanding of the purpose and task of the activity and is interested in it, thus dominating the learners to stick to the activity, which is closely related to the conscious activity.
(2) From the stability of interest, learning interest can be divided into temporary interest and permanent interest. Temporary interest often comes from a preliminary understanding of some interesting phenomena (such as many colorful experimental phenomena), sometimes reaching the level of "infatuation" and "passion", but because this interest is not for the intrinsic needs of learners, it is difficult to continue; The lasting interest is relatively stable, which is one of the necessary conditions for learners to acquire knowledge and even study and cultivate various abilities.
(3) From the breadth of interest, learning interest can be divided into central interest and extensive interest. In chemistry, the former is interested in some chemical knowledge (such as elemental compounds, basic concepts and principles, organic chemistry, chemical experiments, etc.). ); The latter is interested in the whole chemical knowledge system, even related chemical history knowledge, and likes to solve many practical problems in life and production with chemical principles. In short, if learners have only one central interest, they will appear narrow in knowledge, while if they have only a wide range of interests, they will usually be knowledgeable but unprofessional.
For chemistry, an experiment-based subject, enhancing students' interest in chemical experiments is the most important way to cultivate their interest in learning chemistry. Because chemistry experiment plays an irreplaceable role in improving the quality of chemistry teaching and fully implementing the goal of scientific literacy.
Second, the domestic research summary of cultivating high school students' interest in chemistry.
Looking at the research on cultivating high school students' interest in chemistry in China in the 1990s, it is not difficult to find that most experts and scholars tend to discuss how to effectively cultivate or improve students' interest in learning chemistry. These studies mainly start with how to make full use of chemistry textbooks, improve teaching methods, connect with chemistry knowledge in life, guide students to read after class (such as chemical history), carry out colorful extracurricular activities of chemistry and use experiments (mainly including demonstration experiments and student experiments), but they all have one thing in common, with special emphasis on stimulating students' interest in learning through chemical experiments.
1. Investigation and analysis on the present situation of chemical experiment teaching in senior high schools
However, is the interest of high school students in chemical experiments as we expected? According to the author's interview with students in Grade One and Grade Three of Guangzhou No.47 Middle School in February last year, students' views and attitudes towards chemical experiments are mainly as follows:
(1) Only 1
About one-third of the students think that the experiments they do in textbooks are boring. The main reason is that most of the experiments in students' experiments are demonstration experiments seen in class, and the experimental results can be "unpredictable" and there is not much new idea.
(2) Most students suggest that the textbook should be supplemented with more interesting experiments related to real life.
(3) Nearly 25% of the students feel that the experiment has little to do with the entrance examination. As long as they can memorize some experimental reaction phenomena and chemical equations, they can basically cope with experimental problems and have little chance to start work.
(4) Almost all students are willing to do experiments by themselves, but 20% students are afraid of experiments, because teachers usually overemphasize the dangers of experiments, or because the experimental process is too complicated, which eventually leads to "the will is willing, but the strength is not enough".
(5) Nearly half of the students like to take part in extracurricular activities in chemistry, but due to their usual homework and make-up lessons, they can only prepare for further study and have no time to take part in extracurricular activities.
It can be seen that there are many problems in the content and teaching methods of traditional chemical experiments. For example: ① the academic tendency of chemical experiments is serious; (2) Too much emphasis on the training of chemical experiment operation skills leads to students' bad psychology; ③ The content of chemical experiment is divorced from students' life and social reality; ④ The design of chemical experiment content is more passive and less active. The possible main reasons are: due to the mechanical arrangement of traditional experimental teaching materials and the rigidity of many middle school teachers in experimental teaching, although they can basically meet the requirements of the syllabus, students often just follow the rules and have no sense of innovation, and only mechanically carry out verification experiments according to the existing experimental design. These practices can only further restrain and stifle students' desire to explore, make students more obedient and stimulate students' interest in chemical experiments. This is just the opposite of the new curriculum standard, which advocates "changing the current situation of over-emphasis on learning, rote memorization and synchronous training, advocating students' active participation, willingness to explore, diligence in hands-on, and cultivating students' ability to collect and process information, acquire new knowledge, analyze and solve problems, communicate and cooperate".
2. High school students' common chemistry experiment psychology
In order to find out the psychological state of high school students' chemical experiments, Xu Chengxian conducted a two-year follow-up survey and record of their psychology and behavior inside and outside the chemical experiment class, and conducted a psychological survey of high school students in two classes of three grades in a high school. The results of statistical analysis show that the psychological state of high school students in chemical experiments today mainly includes exploration psychology, fear psychology and game psychology. Ma Guoqing believes that the generation and development of students' interest in chemical experiments is a gradual deepening process, which is divided into three stages, namely fun-fun-interest. Its essence is the process of transforming temporary interests into stable interests, and this transformation cannot be completely separated, because it is a continuous, tortuous and intertwined transformation process. In practice, Yu Shufa found that students have some negative psychology to varying degrees, such as panic, uncontrollable tension, blind ambiguity, drifting pure interest psychology and so on. Yu Zhifeng summed up the students' bad psychological state in chemical experiments as watching the excitement, curiosity, perfunctory psychology and fear psychology, and thought that these psychology would greatly hinder the students' experimental interest from developing in a healthy direction.
3. Types of high school students' interests in chemical experiments
Bai Pinliang, Li Xiaoyi and others divide high school students' interest in chemical experiments into:
(1) observation type-characterized by students being satisfied with observing the surface phenomena, experimental drugs, experimental instruments and devices produced by teaching demonstration experiments. This kind of interest makes many high school students have a high enthusiasm for chemistry learning, but it belongs to direct interest and is not stable and lasting in chemistry learning.
(2) Operation type-characterized by requiring students to operate by themselves, hoping to reproduce the specified chemical changes according to certain procedures. It is a little more advanced than observation interest, but it still belongs to direct interest. As long as the given experimental content is made, the interest will be satisfied.
(3) Inquiry type-characterized by paying attention to the operation process that causes the experimental changes, and understanding the characteristics of various instruments and drugs, as well as the principles and conditions of the experiment. This interest has not only become an important internal motive force for learning chemistry, but also an important factor for students to form and improve their scientific inquiry ability and develop their personality. Higher than the first two interests, it belongs to indirect interests and has the characteristics of stability and durability.
(3) Inquiry type, which is characterized by not only paying attention to the operation process that causes specific experimental changes, but also paying attention to the characteristics of various instruments and drugs, as well as the experimental principles and conditions. This interest has not only become an important internal motivation for learning chemistry, but also an important influencing factor for students to form and improve their scientific inquiry ability and develop their own personality. Higher than the first two interests, it belongs to indirect interests and has the characteristics of stability and durability.
(4) Generalization-It is characterized by being good at observing and discovering the similarities and differences of things or phenomena, and the relationship between similarities and differences, and being good at summarizing the general laws of chemical experiments, which can be further verified through experiments, so as to obtain regular knowledge. This reflects the consciousness and persistence of interest and is an advanced stage of stabilizing interest.
(5) Creativity [2]- Its characteristic is that students can use the knowledge, skills and methods they have learned to carry out some creative activities. This kind of interest is the highest level of interest in chemical experiments and the strongest motivation to promote students to form higher scientific literacy.
Research on Cultivating Students' Interest in Chemical Experiments in China
According to many domestic investigations and related documents about chemical experiment teaching, the prospect of experimental teaching is not optimistic. If students' interest in chemical experiments cannot be enhanced more effectively, the position of chemical experiments in chemistry will be greatly doubted and shaken. However, there is little research on how to enhance the interest of high school students in chemical experiments in China, but experts and scholars can put forward some feasible implementation methods from different angles and positions.
Cui Jianye thinks that students' interest in chemical experiments should be stimulated according to their psychology. For curious students, teachers should guide unintentional attention to serious, patient and meticulous observation and analysis of the causes of the phenomenon according to the characteristics of their attention; For students who are competitive, teachers should respect their competitive spirit with caring eyes, improve their awareness of learning, and let students treat themselves, their classmates and every experiment correctly, so as to maintain the persistence of interest; Teachers should actively encourage students who are nervous and afraid of chemical experiments to be bold and cautious, influence them with their own standardized and skilled operation skills, eliminate students' worries, make their experimental psychology develop healthily and enhance their interest in chemistry. [16] Wang Peixia suggested that chemical evenings and sports meetings focusing on experiments could be held to stimulate students' interest in chemical experiments. [17], Li et al. think that the teaching forms and contents of chemical experiments can be activated, including "changing the known into the unknown, changing the intuitive verification into suspense discussion", "exchanging self-made samples, changing the experimental results of self-inspection into testing others' experimental results" and "setting up a cooperative group of chemical experiments, changing students' subordinate position in experiments into the dominant position of self-management", so as to stimulate students' enthusiasm and interest in experiments and practice them. [18] Wang Qingsheng believes that teachers should create a classroom atmosphere in which students can participate and think, and try to turn some demonstration experiments into students' group experiments, so that students can design and complete their own experiments according to what they have learned, thus further stimulating students' interest in experiments and mobilizing their enthusiasm and sense of participation. [ 19]
4 Problems to be solved
To sum up, according to the present situation of chemical experiment teaching, many related researches in China can take corresponding effective measures to enhance students' interest in chemical experiments, thus improving the quality of chemical teaching. Its practice mainly includes: flexible use of various teaching methods to activate teaching content; Actively create a classroom atmosphere for students to participate, think and design experiments; Aiming at the common chemistry experiment psychology of senior high school students, we should prescribe the right medicine and so on. From the analysis of the curriculum objectives of chemical experiments, these practices all reflect the objectives of experimental knowledge to a certain extent (including the understanding of relevant chemical experimental facts, chemical experimental instruments and drugs, and chemical experimental safety knowledge); ② Experimental skill objectives (including basic operation skills, instrument and drug selection skills, comprehensive application skills, etc.). ); ③ The goals of experimental emotion, attitude and values (including being curious about chemical phenomena in life and nature, being able to experience the joy and joy of success in chemical experiment activities, having the experience of putting forward innovative chemical experiment design schemes, being able to actively demonstrate and evaluate, etc.). There is almost no goal of "experimental inquiry ability", especially in enabling students to use information technology to carry out experimental inquiry and enhance their interest in chemical experiments. However, according to foreign related research, many foreign scholars such as Li Da.
K Gifford, Langsford and Thomas eberlein.
It is considered that we should make full use of all kinds of resources in the school, including advanced experimental instruments and equipment, adopt more humanized teaching methods, make students interested in science (chemistry) and actively participate in scientific inquiry experiments, and continuously improve students' scientific literacy and various abilities, which is very worthy of our reference. How to give full play to the advantages of modern educational technology as a powerful tool to cultivate students' interest in chemical experiments and provide students with a relaxed and independent information-based teaching environment is also a problem worth pondering and discussing.
At present, some domestic schools (such as Guangdong Province) are trying to develop a brand-new experimental teaching mode, that is, actively applying information technology (such as handheld technology) to chemical experimental teaching. This model provides a new idea for the reform of experimental teaching and improving the interest of high school students in chemical experiments from at least the following three aspects.
(1) can restore the true colors of these scientific experiments, that is, "the essence of science is exploration, and the premise of science is observation". It can effectively change the situation that students sit in class and passively accept chemical knowledge, guide students to feel the breath of high-tech era, and enhance students' interest and thirst for knowledge in exploring chemical experimental problems.
(2) It can make the experiment difficult, let students experience the real scene of scientific (chemical) experiments, constantly overcome the bad psychology in the experiment process, and make the interest in chemical experiments develop in a healthy direction.
(3) The experimental object can be extended to the category of science-technology-society-environment (STSE), and it can be close to society and life, so that students can feel that chemistry is everywhere, and their interest will gradually develop into creative interest.
From the network