Investigation And Practical Research On Chemistry Classroom Teaching In Guangxi Minority Areas

Since the reform of the ordinary high school curriculum,the implementation of new curriculum in various regions has received much attention.Although the new curriculum has achieved remarkable results,the new era has put forward new requirements for high school chemistry teaching.With the introduction of core literacy and the revision of curriculum standards,the high school chemistry curriculum is about to enter a new stage with the goal of developing students' core literacy.Guangxi started implementing the new high school chemistry curriculum in 2012.The implementation of the curriculum directly affects whether it can smoothly transition to a new stage of curriculum reform.Moreover,Guangxi is a province with many ethnic minorities.the current state of new curriculum teaching in ethnic areas has a bearing on the balanced development of basic education,which directly affects the quality of basic education in guangxi.Therefore,this study focuses on investigating the status quo of chemistry classroom teaching in ethnic minority areas in Guangxi,and proposes general methods and teaching strategies based on the development of student core literacy instructional design,with a view to providing reference for advancing the reform of chemistry education and improving the quality of chemistry education in ethnic areas..This research mainly uses questionnaire survey method and Flanders Interactive Analysis method to understand the current situation of chemistry classroom teaching in Guangxi ethnic areas.According to the results of the research and case studies,the general methods and teaching strategies for teaching design based on the development of student core literacy are proposed.The effectiveness of the proposed method is tested through experimental research.On the basis of reviewing and analyzing the status quo literature on the new chemistry curriculum,a survey questionnaire was designed for the current status of chemistry classroom teaching in middle schools in Guangxi.The survey results show that the teaching of chemistry classes in middle schools in Guangxi ethnic minority areas has achieved certain results: most teachers can actively infiltrate the new curriculum concepts into classroom teaching;the teaching methods and learning methods gradually shift to pluralism,the status of students as the main body is improved,and students cooperate.The attitude of inquiry learning is positive.However,there are still many deficiencies: The phenomenon of expanding the breadth and depth of teaching content in the compulsory stage appears;the classroom is still dominated by lecture-style teaching,teachers lack the ability to explore teaching design,and the ability to organize activities.Teachers do not really understand the connotation of core literacy and the importance of cultivating students' core literacy.In order to further understand the status quo of chemistry classroom teaching,in this study analyzed the speech interaction behaviors of teachers and students in 8 classes using the modified Flemish Interactive Analysis System(i3C-FIAS).The study found that the atmosphere of chemistry classes in ethnic regions was good,there was no emotional gap between teachers and students,teachers responded positively to students' responses,teachers had better explanation skills,and classroom utilization was higher.The classroom structure is relatively closed,teachers' language tends to be a direct teaching style,and students' participation in the classroom is low;the questioning methods are mainly simple one-to-one questions,lacking openness and creative questions.Through the literature research and questionnaire testing to understand the current student core literacy level,it is found that students have a strong macro-awareness,and can classify substances from macroscopic features.However,the understanding of the process of material change is not comprehensive enough,and the awareness of micro-analysis is weak.Can not pass the symbol,Languages,diagrams,and other methods are used to describe the microcosmic change process of substances;the level of application models is low,and scientific inquiry capabilities are insufficient,and experimental programs cannot be independently designed.Based on the investigation and analysis of the course examples,the general method steps based on disciplinary literacy instructional design are proposed:Analyze the teaching materials,explore the connotation of core literacyStudy course standards,determine core literacy goals-Select materials,create real-world activity situations-Design issues,and improve student participation in the classroom.Construct a corresponding teaching strategy:Creating a real learning situation and cultivating scientific attitudes-Using information technology to develop a micro-analysis of literacy-Conducting experimental teaching and raising awareness of scientific inquiry-Enhancing multiple representations and enhancing macro and micro integration ideas-Emphasizing scientific ethics education and enhancing social responsibility.Based on the concept of instructional design above,two parallel classes in grade one in Guilin X middle schools were taken as the research object.The second chapter of the compulsory version of the People's Education Press was used as the content.A three-month teaching practice study was conducted.During the study,data were collected through questionnaires,classroom observations,and unified examinations to test the effectiveness of teaching practice under the guidance of the proposed method and strategy.The results show that the teaching design methods and teaching strategies proposed in this study can improve students' interest in learning chemistry and develop students' core literacy of chemistry disciplines,especially in the macro and micro integration.It has a promoting effect to the students' ability to transfer applications and chemical learning results.Due to limited research time and my practical experience and ability,the proposed method and strategy need to be continuously improved in the future teaching practice.