Page 1 of 7
Advances in Social Sciences Research Journal – Vol. 12, No. 1
Publication Date: January 25, 2025
DOI:10.14738/assrj.121.18140.
Zhang, Z., Sun, Y., Zhao, W., Cui, Y., & Sun, L. (2025). The Study of Strengthening Skills in High School Chemistry Micro-Lattice
Teaching. Advances in Social Sciences Research Journal, 12(1). 64-70.
Services for Science and Education – United Kingdom
The Study of Strengthening Skills in High School Chemistry Micro- Lattice Teaching
Ziyu Zhang
College of Chemistry and Molecular Sciences,
Henan University, Kaifeng, Henan, 475004, China
Yuhang Sun
School of International Education,
Yellow River Conservancy Technical Institute,
Kaifeng 475004, Henan, China
Wenxu Zhao
School of International Education,
Yellow River Conservancy Technical Institute,
Kaifeng 475004, Henan, China
Yuhao Cui
College of Chemistry and Molecular Sciences,
Henan University, Kaifeng, Henan, 475004, China
Lin Sun
ORCID: 0000-0003-3492-2487
College of Chemistry and Molecular Sciences,
Henan University, Kaifeng, Henan, 475004, China
Email address: sunlin@vip.henu.edu.cn
ABSTRACT
At present, many chemistry normal students in China know little about
strengthening skills and how to use intensive skills in teaching. However, to be a
good chemistry teacher, you must master the strengthening skills. Because the
appropriate and reasonable use of strengthening skills in chemistry class can focus
students' attention, help students to maintain correct learning behavior, and inhibit
or improve bad learning behavior. Chemistry micro-grid teaching is a practical
training activity, which can effectively exercise and improve the various teaching
skills of chemistry teachers or normal university students. After micro-teaching,
normal university students can effectively improve and enhance their own teaching
skills in a relatively short period of time. This paper introduces the research status
of chemistry micro-lattice teaching and strengthening skills, briefly expounds the
related concepts of chemistry micro-lattice teaching and reinforcement skills, and
analyzes the individual cases of cultivating strengthening skills through chemistry
micro-lattice teaching.
Keywords: Micro-teaching, Strengthening skills, Chemistry normal students.
Page 2 of 7
65
Zhang, Z., Sun, Y., Zhao, W., Cui, Y., & Sun, L. (2025). The Study of Strengthening Skills in High School Chemistry Micro-Lattice Teaching. Advances
in Social Sciences Research Journal, 12(1). 64-70.
URL: http://dx.doi.org/10.14738/assrj.121.18140
INTRODUCTION
Since the implementation of the reform and opening up, China's economy has been growing
rapidly, and the need for high-quality talents has been increasing. Since the 18th National
Congress of the Communist Party of China, the development of education has been valued by
people from all walks of life. President Xi Jinping has repeatedly emphasized the importance of
developing education on various occasions, and the introduction of the "double reduction
policy" has pushed the social attention to education to a very high position. The cultivation of
talents depends on education, and the key to education lies in teachers, while normal university
students are the main force of future teachers [1]. Micro-grid teaching is a kind of practical
training activity, which can effectively exercise and improve the various teaching skills of
teachers or normal university students. In addition, micro teaching can also help normal
university students to accumulate certain teaching experience, so that they can enter the role
of teacher at a faster speed when entering the formal classroom teaching in the future.
Chemistry normal students are not unfamiliar with the meaning of the word reinforcement and
strengthening skills. However, because normal university students do not have many
opportunities to go into the real classroom teaching, the lack of teaching experience, normal
university students do not know how to reasonably use intensive skills in chemistry class. Of
course, the reason why chemistry normal students do not know much about strengthening
skills is partly that they have to learn a lot of teaching skills, and strengthening skills are only
one of them. Compared with imported skills and other skills that are easy to feel, the
strengthening skills are often easily ignored. However, in the front-line classroom teaching
process, the chemistry teachers will usually unconsciously use the strengthening skills in the
classroom. Such as chemistry teachers in making PPT usually key words of chemical concept
use more prominent mark, or in the classroom to the difficulty, unconsciously will improve tone
and slow down the speed, or even repeat several key knowledge, or let the students practice in
the class corresponding to the class knowledge chemistry topic, etc. These are actually the use
of enhanced skills in the front-line chemistry classroom teaching. From this, it is not difficult to
see the importance of the use of intensive skills for chemistry classroom teaching.
RESEARCH SIGNIFICANCE AND CURRENT RESEARCH STATUS
In 1963, The American Doctor of Education Allen and his colleague A.Eve first proposed and
developed the micro teaching. Later, the micro teaching in Britain, Germany and other countries
gradually introduced the micro teaching. By the mid-1980s, China began to introduce micro- teaching, and normal colleges and universities across the country also gradually opened micro- teaching course [2]. When searching the literature in the CNKI database, the author used "micro
teaching" as the search keyword. Through the analysis of search results, we can know that the
main research direction of most scholars on micro teaching is how to make micro teaching
influence or train normal students, specific micro teaching to a certain subject, and how to
evaluate micro teaching skills. Among them, the research literature on micro teaching specific
to the corresponding subjects is mostly focused on mathematics, English, biology and other
subjects, while relatively less specific research on chemistry, and the theoretical and practical
research on strengthening skills in micro teaching in chemistry is even more lacking. However,
the normal colleges or universities with chemistry normal majors for the training of chemistry
normal students, should pay attention to the combination of theory and practice, keep pace
with The Times, and form a micro teaching mode with professional characteristics [3].
Page 3 of 7
66
Advances in Social Sciences Research Journal (ASSRJ) Vol. 12, Issue 01, January-2025
Services for Science and Education – United Kingdom
When searching literature in CNKI database, 45,855 search results were obtained, of which
33,790 were Chinese literature; but with "enhanced skills", only 944 search results were found,
of which 703 were Chinese literature. From the analysis of the data of the search results, it can
be seen that the research on reinforcement skills at home and abroad is included in the research
of teaching skills, and few alone regard reinforcement skills as the research topic. However, as
one of the teaching skills, strengthening skills are a necessary skill for teachers to stimulate
learning motivation, arouse learning interest, and encourage students to focus their attention
on teaching activities. Strengthening the theoretical research on strengthening skills can help
teachers to better master the meaning of strengthening skills and their application methods,
and then flexibly apply strengthening skills in the actual classroom teaching process.
The research significance of this paper is to explain the concept of chemistry micro teaching
and strengthening skills to deepen the theoretical understanding of chemistry micro teaching
and reinforcement skills; and to provide teaching cases to understand how to use chemical
micro teaching.
DEFINITION AND FUNCTION OF STRENGTHENING SKILLS
Strengthening skills refer to a series of behaviors used by teachers in classroom teaching to
enhance and promote students 'response to teaching and maintain the motivation of learning,
which can make students' good behavior repeat and inhibit bad behavior [4]. Specific to
chemistry, chemistry classroom strengthening skills refers to the chemistry classroom teaching,
chemistry teachers use a variety of methods and means to concentrate students 'attention,
stimulate students' enthusiasm for chemistry learning, so that students have correct behavior
reaction.
In terms of classroom organization, teachers can use intensive skills properly and reasonably
in chemistry class, which can concentrate students 'attention, stimulate students' enthusiasm
for chemistry learning, and make them actively participate in teaching activities, so as to make
our orderly progress in chemistry class. In the classroom teaching process, students need to
learn a lot of knowledge, which requires students to focus on the classroom learning.
THE COMPONENTS AND TYPES OF STRENGTHENING SKILLS
Create opportunities. Reinforcement is only related to the response, and it occurs after the
response. Therefore, in the teaching process, teachers need to use reinforcers (such as tests,
experiments, questions and other stimuli or events that can enhance the response probability)
to provide students with the opportunity to respond. Observe and judge the students'
behavioral reactions. In the teaching process, teachers should observe and find as much each
student's reaction to the reinforcer as much as possible, and be able to extract valuable reaction
information, judge whether the students' behavior is correct, and then give appropriate
reinforcement, adjust the teaching plan and methods in time to achieve better teaching effect.
Choose the right way of reinforcement. After correctly judging students 'reactions, teachers
need to choose appropriate reinforcement methods according to students' specific reaction
results to strengthen students' behavior in time. Clearly indicate teachers' attitude. Generally
speaking, the reinforcers given by teachers are somewhat difficult, so the students' responses
are often tentative and unstable.
Page 4 of 7
67
Zhang, Z., Sun, Y., Zhao, W., Cui, Y., & Sun, L. (2025). The Study of Strengthening Skills in High School Chemistry Micro-Lattice Teaching. Advances
in Social Sciences Research Journal, 12(1). 64-70.
URL: http://dx.doi.org/10.14738/assrj.121.18140
According to the specific way that chemistry teachers use reinforcement skills in the first-line
classroom, reinforcement skills can be divided into the following types:
1. Language reinforcement: Language reinforcement refers to the teacher using language
to evaluate students 'behavior reaction, give students a affirmation or negative, let
students know the teacher's attitude towards their own behavior. Language is a carrier,
can help teachers and students between the information transmission and emotional
communication [5]. The language mentioned here refers to the oral language and the
written language, so we can subdivide the language reinforcement again, that is, the
written language reinforcement and the oral language reinforcement. Oral language
reinforcement refers to the use of oral language to evaluate students' behavioral
responses, including making positive or negative feedback [6]. Written language
reinforcement refers to the comments written by the teacher to the students when
correcting homework and reviewing examination papers.
2. Action reinforcement: Action reinforcement, also known as body language. It refers to
the teacher's attitude, emotion and judgment of body movement, expression, gesture
and other expressions to express themselves to students' behavior in class, and then
strengthen students' learning behavior [7]. Action reinforcement is often intuitive image,
teachers should pay attention to the teaching content in the use of adaptation, grasp the
discretion, natural action, expression, do not exaggerate. In the teaching process,
teachers can walk around in the classroom appropriately and reduce the distance
between teachers and students, which can not only make the classroom atmosphere
lively and harmonious, but also get feedback information from students. In the actual
teaching process, the teacher's action reinforcement is often accompanied by language
reinforcement. In this way, students can feel the affirmation or encouragement given by
the teacher more clear and powerful, and get better reinforcement effect.
3. Sign reinforcement: Sign reinforcement refers to teachers 'use some eye-catching and
prominent signs to strengthen students' correct learning behavior. For example, when
teachers talk about the key points or difficult points, they can underline or mark the key
knowledge, so as to strengthen students' attention to the knowledge points and deepen
their impression of the knowledge. Teachers can also leave non-toxic and non- dangerous experimental products for students in the experiment class, which will not
only deepen students 'impression of the experiment, but also improve students' interest
in chemical experiment.
4. Activity enhancement: Activity reinforcement means that teachers take some activities
as forcers and regulate students to participate in these activities independently to
strengthen the learning effect. For the chemistry discipline, the three intensive activities
of competition activities, tutoring activities and operation activities are the most often
used by chemistry teachers in the class. The intensification of competition activities
means to set up competition activities in chemistry teaching to stimulate students'
interest in learning chemistry. Generally speaking, competition activities help to expand
students' knowledge horizon, broaden the thinking of solving problems, and master a
variety of ways to solve problems. The strengthening of operational activities means to
let students operate related activities in class. For the chemistry discipline, the operation
activity reinforcement is often used in the experimental classroom. In the chemistry
experiment class, the teacher can ask the students themselves or design an experimental
plan for the class together with the team members. After the teacher approves the
experimental plan, the students can carry out the experiment according to the designed
Page 5 of 7
68
Advances in Social Sciences Research Journal (ASSRJ) Vol. 12, Issue 01, January-2025
Services for Science and Education – United Kingdom
experimental plan. In chemistry class, carrying out operation activities can stimulate
students' enthusiasm for chemistry learning. In a specific operation process, students
can experience the process of creating knowledge, and then deepen their understanding
and memory of chemistry knowledge. Tutoring activities, also called role-playing
activities, mean that teachers provide certain opportunities for students to be "teachers".
For example, when a teacher finds that a student has his own original insight or novel
solution to a problem, he should give students the opportunity to show their unique
ideas.
STRENGTHEN THE SKILL APPLICATION POINTS
Chemistry teachers should pay attention to the following application points when applying
reinforcement skills:
1. The purpose should be clear: When using reinforcement skills in chemistry class,
chemistry teachers need to clarify the teaching purpose and reinforcement purpose.
Teachers do not need to strengthen all the correct behavioral responses of students, but
should choose those correct behavioral responses that meet the teaching goals
according to the teaching objectives.
2. There should be differences and changes: As we know, students are self-conscious
people, and the existence of individual differences makes each student have different
preferences and acceptance degrees of reinforcement methods. Teachers should flexibly
choose the reinforcement methods according to the characteristics of each student in
order to achieve the best reinforcement effect.
3. Grasp the good opportunity: For short questions, students 'experimental operation and
other situations, teachers should give immediate reinforcement to enhance students'
impression. The understanding of complex problems or conceptual knowledge needs to
wait for students to fully respond, before strengthening, to make the reinforcement
more targeted [8].
CASE ANALYSIS OF STRENGTHENING SKILLS IN HIGH SCHOOL CHEMISTRY MICRO- LATTICE TEACHING
Teaching Process
[Teacher Question] How do you know the atomic structure of chlorine? Through the atomic
structure of chlorine atoms, can students speculate what properties of chlorine gas has? In
addition, we have studied oxygen in junior high school. What substances does oxygen belong
to, what properties does it have, and what substances can it react with?
[Student activities] Listen carefully, recall the search of the existing knowledge, and answer the
teacher's question: there are seven electrons in the outermost layer of chlorine atoms, it is easy
to get one electron, thus forming a stable structure of eight electrons, so it has strong oxidation.
Oxygen belongs to non-metal oxygen, it can react with metal iron, magnesium, it can react with
non-metal hydrogen, C.
[Teacher explanation] The following teacher will play the experimental video of the reaction
between chlorine gas and metal. Please observe the experimental phenomenon carefully and
make a record.