The Research Of Cultivating High School Students' Chemistry Literacy Based On The Zone Of Proximal Development Theory

Since the new curriculum reform,public have realized the question of strengthening the scientific literacy of students.As an important part of scientific literacy,chemical literacy is paid attention naturally by educators.So,according to the theory of zone of proximal development,cultivating the chemical literacy of high school students becomes our research subject.Through the study of related issues at home and abroad,it is considered that the chemical literacy is composed of the following four elements: first,the connection between the core concepts of Chemistry.Second,being able to give a reasonable explanation about the problems related to life issues and from the chemical point of view the world.Third,having the chemistry thinking.Last,knowing how to study new material and understand correctly chemical value and its limitations.Based on the above four dimensions,I had investigated a high school students and teachers in a key middle school in Guangzhou and I found that students have poor ability to make a reasonable explanation in the observation of the world from the chemical point of view and the chemical related problems.In addition,the other three dimensions of the overall performance is good.However,because of the pressure of the college entrance examination scores and the lack of attention from school and themselves,the teachers have encountered obstacles in the process of cultivating the students' chemical literacy.Based on the above findings,this paper designs a teaching model of cultivating senior high school students' chemical literacy on the basis of the theory of proximal development zone.This paper takes the two classes of the first grade as the research object,and uses the model and the traditional teaching mode.In this study,two teaching designs based on the model are listed.The characteristics of the teaching design are closely linked to each link,and analyze the current level of development and the potential development of students.Through the analysis of theresults of the interview,it is found that after this model of teaching,students' ability to make a reasonable explanation of chemistry related issues has been improved.Finally,due to the limited research time and my own teaching practice and research ability,I summed up the inadequacies.It is hoped that this study can make a contribution to the chemistry education in middle school,and also provide practical reference for the study of chemical literacy.