Phenomena of “Self-Black” and Its Overcoming Strategies in Chemistry Teaching
ZHANG Xiao-Li1, LIU Zhi-Qiang2, WANG Xiao-Hua3, WANG Hou-Xiong4
1. Zhongshan Overseas Chinese Secondary School, Zhongshan 528400, China;
2. Sun Yat-Sea Memorial Secondary School, Zhongshan 528454, China;
3. Xunwu No.2 Middle School, Xunwu 342200, China;
4. Chemistry Education Research Institute, Central China Normal University, Wuhan 430079, China
Abstract In chemistry teaching, "self-black" meant that the chemistry educator intentionally or unintentionally carried on the negative propaganda to the chemistry, caused the students or the society to have the bad impression to chemistry."Self-black" in chemistry teaching were mainly such as follows:the use of negative material into the classroom; the creation of a negative situation into questions; exaggerating the negative dangers of experimental operations; amplifying the negative impact of social cognition. According to the above of four aspects, this paper put forward four strategies to overcome the problems, such as using positive classroom introduction, designing positive test questions, explaining the chemistry experiment objectively, and leading social cognition and resonance.
ZHANG Xiao-Li, LIU Zhi-Qiang, WANG Xiao-Hua, WANG Hou-Xiong. Phenomena of “Self-Black” and Its Overcoming Strategies in Chemistry Teaching[J]. Chinese Journal of Chemical Education, 2017, 38(19): 19-22.