在新高考、新教材、新课程改革的背景之下，为了有效落实化学学科核心素养，“建模思想”在化学教学中的应用越来越广泛。多项研究表明，化学建模教学能提升学生的学习兴趣，注重课堂知识的生成过程，注重培育学生的小组合作能力和科学探究能力，有利于促进学生学科能力水平的发展。
在多年的教学中发现一个普遍现象：本研究所在学校高一新生的化学成绩表现不佳持续时间长，在选择高考学科组合时，严重影响学生对化学学科的优先选择权。而造成这种现象的原因有教师和学生自身两方面。其一，教师的教学模式较为传统，对教学活动设计比较单一，导致学生的学习兴趣不足；其二，学生从小接受的教育水平落后，养成的学习习惯差，学习能力和学科思维能力薄弱。在尝试多种教学模式后，现状改善效果甚微。为了解决上述问题，本研究尝试将化学建模的思想融入教学实践中。
本研究首先通过文献研究，梳理相关研究的成果，明确理论指导思想，提出研究问题。其次，通过分析教材中的模型素材及其功能价值，制定出建模教学的策略，以课标和教材为依托，将课程内容设计成系列教学案例，并开展教学实践，“元素化合物”模块选择铁及其化合物，“化学反应原理”模块选择原电池和化学反应速率，“有机化合物”模块选择乙醇和搭建常见有机物分子球棍模型。最后，根据学科能力水平3×3要素模型，编制了教学效果测评题目，收集了实验数据，在问卷调查和学生访谈后，分析了实验数据，得出研究结论。
初步研究表明，建模教学对解决本校学生问题、改善教学现状有良好的效果。建模教学通过对知识结构化、网络化构建，有效帮助学生理解化学概念、促进学生学科思维能力由低阶向高阶发展，促进学生学科能力提升，增强了学生学习的自信心，从而大幅提高了学生对化学学科的学习兴趣，改善了学生对化学学科的学习态度和学习习惯，从而提高了学生的学业成绩。通过教学实践，探查出化学建模教学的一般模式和过程，积累了教学案例，也提升了教师的教学能力。建模教学体现“以学生为主体”的教学特点，教学活动丰富，但其模式是发展的、变化的，并不是教学的全部。综合来看，化学建模教学值得在本校进行推广。

With the background of the new college entrance examination, new textbooks, and curriculum reform, in order to effectively implement the core literacy of chemistry, the application of "modeling thinking" in chemistry teaching is becoming increasingly widespread. Multiple studies have shown that chemistry modeling teaching can enhance students' interest in learning, focus on the process of knowledge generation in the classroom, pay attention to cultivating students' group cooperation ability and scientific inquiry ability, and promote the development of students' subject competency.
A common phenomenon was found in many years of teaching : the poor performance of chemistry in the first year of senior high school in this study lasted for a long time. When choosing the subject combinations of college entrance examination, it seriously affected the students ' priority choice of chemistry. The reasons for this phenomenon were teaching and students themselves. First, the teacher 's teaching mode was more traditional, and the design of teaching activities was relatively simple, which lead to the lack of students ' interest in learning ; secondly, students ' education level from childhood was backward, their learning habits were poor, and their learning abilities and subject thinking abilities were weak. After trying a variety of teaching modes, the improvement of the status quo had little effect. To solve the above problems, this study attempts to integrate the idea of chemical modeling into teaching practice. 
First of all, through literature research, the author sorted out the results of relevant research, found theoretical guiding principles, and proposed research questions.Secondly, by analyzing the model materials and their functional values in the textbooks, strategies for modeling teaching were developed, and the curriculum standards and textbooks were studied. The course content was designed as a teaching case, and the teaching practice was carried out. 
The "Element Compounds" module includes iron and its compounds, the "Chemical Reaction Principle" module includes primary batteries and chemical reaction rates, and the "Organic Compounds" module includes ethanol and the construction of common organic molecule ball club models. Finally, the teaching effectiveness evaluation questionnaire was developed based on the 3x3 elements model of disciplinary abilities,and experimental datas were collected. After conducting questionnaire investigations and student interviews, the experimental datas were analyzed to draw research conclusions.
Preliminary research has shown that modeling teaching has good effects on solving students' problems and improving the teaching situation in our school. Modeling teaching, through the structuralization and networking of knowledge, effectively helps students understand chemical concepts, promotes the development of students' disciplinary thinking ability from low-order to high-order, improves students' disciplinary ability, enhances students' self-confidence in learning, and thus greatly improves students' interest in learning chemistry. It improves students' learning attitude and learning habits towards chemistry, thereby improving students' academic performance. Through teaching practice, we have explored the general mode and process of chemical modeling teaching, accumulated teaching cases, and also improved teachers' teaching ability. Modeling teaching embodies the teaching characteristics of "student-centered", and the teaching activities are rich, but its mode is developing and changing, not the whole of teaching. Comprehensively, chemical modeling teaching is worth promoting in our school.