AI Empowers Systematic and Efficient Lesson Preparation with Authentic Contexts in Chemistry Teaching:
A Case Study of Applying Chemical Engineering Contexts in Concepts-and-Principle Lessons
Zhang Yangyang, Liu Benyu (Chongqing No.1 Secondary School, Chongqing 400030)
AbStract: High school chemistry concept and principle courses are highly abstract. Traditionallesson preparation often faces problems such as low efficiency and insufficient adaptability in themining of authentic situational materials, the integration of teaching resources and the cultivation ofengineering thinking. Based on artificial intelligence technology, the research constructs a systematiclesson preparation process for authentic situations consisting of "initiation-positioning-mining-screening-integration-updating-output", and carries out teaching practice through a review lessonentitled "Feasibility Analysis of a Hydrogen Production Plant". The research adopts a combination ofcase study, classroom observation and student feedback to analyze the effectiveness of Al-empoweredsituational teaching. The results show that AI technology can effectively improve the efficiencyof integrating authentic industrial situational materials, enhance classroom visualization and taskhierarchy, promote students' understanding of abstract principles such as chemical equilibrium andthermodynamics, and improve their engineering thinking and knowledge transfer ability.
KeyWords: AI Empowerment; Systematic Lesson Preparation; Authentic Situations; EngineeringThinking; High School Chemistry Teaching
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