Practical Exploration of Situational Teaching in Senior High School Chemistry Experiment Classroom 

Hanyi Zou

Taixing No.1 Senior High School, Taixing City, Taizhou City, Jiangsu Province, 225400;

Abstract：As the core practical link of senior high school chemistry teaching, chemistry experiment is the key carrier to cultivate students' chemical core literacy including macro identification and micro analysis, evidence reasoning and model cognition, scientific inquiry and innovation consciousness. The new senior high school chemistry curriculum standard emphasizes breaking the boundary between theoretical knowledge and practical application, and advocates situational, inquiry-based and experiential experimental teaching. Traditional senior high school chemistry experiment classrooms are dominated by indoctrination teaching and verification experiments, with rigid teaching scenarios, single experimental forms, and disconnection from real life, industrial production and social hot issues, resulting in students’ passive experimental operation, superficial inquiry thinking, and difficulty in transforming experimental knowledge into practical problem-solving abilities. Situational teaching takes real and vivid teaching situations as the carrier, integrates experimental operation, knowledge exploration and situational perception, and can effectively make up for the deficiencies of traditional experimental teaching. Based on the constructivist learning theory and situational cognition theory, this paper adopts literature research, classroom observation, teaching experiment and case analysis methods to explore the practical application path of situational teaching in senior high school chemistry experiment classrooms. This paper systematically analyzes the current dilemmas of situational teaching implementation in high school chemistry experiments, constructs a diversified situational teaching system covering life situations, industrial production situations, social environmental situations and chemical history situations, and puts forward targeted practical strategies and teaching optimization paths combined with front-line teaching practice. The research results show that reasonable construction and application of teaching situations can activate students' experimental learning interest, deepen their understanding of chemical essence, improve their scientific inquiry ability and innovative thinking, and efficiently promote the comprehensive development of students' chemical core literacy. This study aims to provide practical reference and theoretical support for the reform and innovation of senior high school chemistry experiment teaching under the background of new curriculum standards.

Keywords: Situational Teaching; Senior High School Chemistry; Experimental Classroom; Core Literacy; Teaching Practice

References

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