Practical Research On Chemistry-based Socioscientific Issues Teaching In Junior Middle School

Socioscientific Issues teaching is a new educational method developed on the basis of STS education,which makes up for the shortage of STS education and has become a primary and universal way to cultivate students' scientific literacy internationally.China's chemistry curriculum reform aims at improving students' core literacy of chemistry discipline,among which "scientific attitude and social responsibility" literacy is an important part of the core literacy of chemistry.Social topic teaching provides opportunities for students to use chemical knowledge to participate in social decision-making,which can effectively improve students' scientific literacy and promote the development of core literacy.It is of great practical significance to carry out the research of Socioscientific Issues teaching.The theoretical basis for the subsequent research is provided by analyzing the research results and implications of issue selection,teaching strategies and models,and teaching evaluation of Socioscientific Issues.Based on the literature and the analysis of the content of the junior high school chemistry curriculum,the content suitable for Socioscientific Issues teaching is screened out,and a series of issues that can be applied in teaching are developed.Starting from the theoretical research of Socioscientific Issues teaching,based on the SSI-TL teaching model developed by Sadlar et al.and the SSI teaching implementation model outlined by Hu et al.,this thesis constructs a Socioscientific Issues teaching design model: the issues and teaching objectives were determined from content analysis and student analysis,and teaching activities were designed.Two teaching cases of "rational utilization and development of fuel" and "implementing plastic limit order and rejecting white pollution" were developed,and the teaching practice of "rational utilization and development of fuel" was carried out.By using questionnaires,the teaching effect was evaluated from the aspects of students' mastery of core knowledge,improvement of informal reasoning ability and learning attitude on issues.Practice shows that the instructional design model of social science topics is highly operable and can effectively guide the development and implementation of Socioscientific Issues teaching.Students show strong interest in learning Socioscientific Issues,and they are more excellent in knowledge mastery and informal reasoning ability.Through the study of Socioscientific Issues,students can realize that chemistry is useful,promote students to actively construct knowledge,enhance their understanding of personal,chemical and social relations,and develop scientific attitudes and social responsibility discipline core literacy.