High School Chemistry Teaching Design And Practice Based On Key Competencies Of Chemistry

In 2014,the Ministry of Education put forward the opinion of “moral education”.The "moral education" is specific to each discipline,which is to cultivate the key competencies of students.As the main place for cultivating talents,it is indispensable for schools to implement education based on competencies.The chemistry subject is an important part of the high school curriculum,and it is bound to hold a certain responsibility for educating people.So how to train students' key competencies in high school chemistry teaching is an intractable problem.In the current high school chemistry teaching,there is still a heavy emphasis on the wisdom and the virtues.They only pursue the academic scores and the school entrance rate,and contrary to the new curriculum concept,so the students' social responsibility,innovation and practical ability are weak.Therefore,it is an important topic in the current middle school chemistry teaching research and practice that how to develop students' key competencies of chemistry in teaching.This paper first explains the concept of teaching based on the "key competencies ".At first,the teaching goal is that focus on the key competencies of chemistry;secondly,knowledge are applied to real events by questions;thirdly,the method of learning and teaching based on “activity”;fourthly,teachers focus on the way and process of thinking to evaluate the students' performance.Then,researcher select the contents of high school chemistry textbooks to create the high school chemistry teaching design cases which based on the key competencies of chemistry at the guidance of theory of humanism,constructivism and deep learning,according to the characteristics of chemical sciences.Finally,we analyze how to effectively develop students' competencies of chemistry in chemistry teaching through specific teaching cases by using sulfur and its compounds as examples.The author conducted classroom observation,individual interviews,and questionnaire surveys to analyze the effect from the behaviors of activities and emotional changes in the class.Through analysis,it has been found that self-study,group cooperation,display and comment,combing and refining are conducive to arouse students' interest in chemistry and attract students' attention,it can train students' macro-analysis and micro analysis,improve students' evidence reasoning and model cognition,develop students' scientific attitude and social responsibility.