时间：2022-09-23 02:09:00
Abstract
In a view of linguistic intelligence， the paper analyzes chemical learning and proposes six chemical teaching strategies. These are using stories to raise learning interest； creating situation to arouse learning motivation； teaching in research-style to enlighten thought and listen； organizing discussion to induce expression and communication； making good use of figure of speech to deeply comprehend chemical conception； being humorous to deliver teaching information in another style. These strategies are discussed in details and illustrated one by one.
Key words： Linguistic intelligence； Chemical teaching； Teaching strategies
Linguistic intelligence is one of most widely used in school learning based on Gardner’s multiple-intelligence theory. It refers to the capability of effectively using languages and words in oral expression and writing. It shows up in chemical learning as understanding and applying chemical concept， principle and chemical terminology precisely， describing chemical object， phenomenon and process smoothly， expressing chemical learning outcome and communicating with other people. According to elements of linguistic intelligence and features of chemical teaching， the teacher should design appropriate teaching strategies based on own teaching style and students’ characteristics， and then apply them to classroom teaching to lead students study chemistry by using linguistic intelligence.
1. USING STORIES TO RAISE LEARNING INTEREST
Stories and legends are juvenile students’ favorites. At the beginning of a class， a touching story or a wonderful legend can get students into learning situation quickly. Humorous and suspense chemical stories which certainly should be closely connected to teaching content are enlightening and educational， so if used correctly， they can be very helpful.
For example， the introduction of steelmaking section can be a story as follow. One day in the winter of 1954， a British mega tanker was under sail. Suddenly， cracks appeared in the middle of the tanker， and then quickly the tanker divided into two parts with a loud crash. Both the tanker and the crew drowned in the sea. Through further investigation， the scientists revealed the mystery. High phosphorus content in the steel which was used to make the tanker caused the steel brittle at low temperature. After the story， the students will have known that phosphorus should be removed from steel.
Exploratory explanation is that teachers propose problem questions and assumptions， guide students to analyze problem， abstract or verify the hypothesis through the experimental facts or existing knowledge， and then guide the student to come to the conclusion by means of comprehensive generalized methods. The characteristic is that it is helpful to attract students’ attention， stimulate students’ learning interest and the enthusiasm of listening and thinking， to cultivate the students’ thinking ability and improve the classroom efficiency.
Question： what is the structure of the molecule methane？
Hypothesis： we can guess two possible molecular structures from molecular formula of methane. One type is square planar structure which means that the C atom is arranged in the center of the square with four H atoms sitting at each corner of the square. Another type is three-dimensional tetrahedron which means the C atom is arranged in the center of the tetrahedron with four H atoms sitting at the vertices of each four-sided tetrahedron.
Hypothetical deduction： if the molecular structure of CH4 is square planar， CH2Cl2 must have two kinds of isomeride. Conversely， if it is tetrahedron， there is no isomeride of CH2Cl2.
Scientific fact： scientific experiments proved that CH2Cl2 had no isomeride.
Conclusion： the structure of molecular methane is three-dimensional tetrahedron with bond angle of 109°28′.
HCO3―
Teacher： Your explanation is pretty well.
Student 4： I know how the rain carved limestone. The rain water dissolved CO2 in the atmosphere and CO2 reacted with H2O into H2CO3. After that， the rain water is slightly acidic because of partial ionized H2CO3. Eventually， the rain water carved many dents on limestone.
Student 1： according to our discussion， we conclude the chemical knowledge referred in idiom of dripping water wears through a stone. ① Some CO2 in atmosphere dissolve in water and generate H2CO3 partly； ②H2CO3 is weakly ionized making natural water weak acidic. ③Water like this can eat away at the CaCO3 in limestone slowly and generate soluble Ca（HCO3）2； ④ limestone is scoured by weak acidic water finally wear through.
6. BEING HUMOROUS TO EXPRESS TEACHING INFORMATION IN ANOTHER WAY
Humor language， action and expression can be appropriately applied to transfer teaching information in the “alternative” manner， which is helpful to ease tension， regulate mood， arouse interest， and inspire thinking approach. In addition， chemistry knowledge is closed with real life， a lot of phenomena coming from daily life are related to chemical knowledge， and theses results tend to produce humorous effects. According to the teaching need， Chemistry teachers can take some comedy phenomenon as an example， guiding students to use what they’ve learned to explain problems in real life.
when writing the formula of electrolytic salt water， some students forget to write down basic conditions： naoh + 2 nacl + 2 h2o = = 2 Cl2 + H2， the teacher said humorously：“we eat salt and drink lots of water every day， that is to say， everyone is a production of caustic soda chemical plant？ By-products are easily to be caught： Cl2 and H2！”The students began to be confused， then suddenly laughed and burst into laughter. At this point， all the classmates understand the fact that when writing chemical equation without reaction conditions will make a joke.
Applying humorous language to descriptive interpretation， teachers should grasp the best time to teacher students by using jokes， allusions， and so on.
REFERENCES
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Wen， Q. C. （2002）. Chemical teaching skill train course. Guilin： Guangxi Normal University Press.
Yan， L. Z.， Han， Q. K.， etc （2004）. Chemical teaching methodology. Beijing： Science Press.