The Cultivation Of High School Students' Chemistry Teaching Based On Macro Identification And Micro Analysis Literacy

With the deepening of educational reform,the traditional "indoctrination" education students can no longer meet the needs of the society for innovative talents in the new era.The knowledge that is imparted in the school is a forgotten and insignificant thing after a student's graduation.It is difficult for graduates to adapt to the increasingly complex working environment after they go to society.In 2016,China released the core literacy of China's student development(Draft).The core literacy is put forward to solve these problems gradually.The reason for this topic is that I have deeply felt the disadvantages of the current teaching mode in the actual teaching.Students in the practical teaching process just to learn knowledge and knowledge,their knowledge for most cases can only be called the memory,and can not be called master.The student's use of knowledge is only on the problem of solving the problem,and in other respects it seems to be unexpected.Especially in the interdisciplinary,such as biological and chemical knowledge is a lot of overlap,but students in biology when unexpected use of chemical knowledge on the subject,they put the knowledge between the science disciplines retrieved from quite distinct from each other,what the brain what knowledge,which is not consistent with the scientific research in the US on the requirement of multidisciplinary integration trend.The fundamental reason for this situation is the lack of the core literacy of the students.This topic is mainly about the status quo of "macro identification and micro analysis" literacy in core literacy of high school chemistry,and explores teaching strategies to cultivate students' macro recognition and micro analysis literacy under the premise of analyzing students' literacy.The aim is to improve the literacy of high school students' macro identification and micro analysis,in order to respond to the trend of educational reform,and train students to be able to adapt to complex working environment.This study mainly includes the analysis of relevant theories,the analysis of the students' literacy status of "macro identification and micro analysis" and the part of teaching practice.The practice research part is mainly based on the actual teaching,using the experimental research method and the measurement statistics method to take the pretest and post test and the score analysis for the experimental class and the control class.The analysis includes three aspects: the average class score,the higher literacy group average score,the middle quality group average score and the low literacy group average score.And on this basis,the T test of the experimental class and the control class is analyzed.Analysis of the situation of students' literacy of macro and micro analysis of the identification of "the author measured before and during the analysis on the basis of the results from the analysis of the teaching materials,classroom organization,teaching resources,cooperative learning and exploring effective teaching strategies to cultivate and enhance students' macro and microscopic identification of" quality.The conclusions of this study are as follows:(1)based on the "macro identification and micro analysis" teaching design,we can connect the macro and micro knowledge in chemistry.Students can understand knowledge better and grasp knowledge faster.(2)the teaching model based on "macro identification and microanalysis" can promote the students' ability to analyze chemistry and improve their achievements in chemistry.(3)based on the "macro identification and micro analysis" teaching mode,it can stimulate students' interest in learning,enable students to feel the continuity of chemical knowledge and feel the pleasure of micro to macro exploration.Improve the students' ability to explore.(4)based on the "macro identification and micro analysis" teaching mode,the promotion of higher literacy group is not too obvious,because the literacy level of the group is relatively high,and learning itself will transfer knowledge and expand knowledge.The intermediate group and lower group increased obviously,the reason is that the two groups in the study will be the memory of knowledge learning and the ability of applying the knowledge and knowledge transfer ability is poor,can change the way of learning and thinking mode and effectively improve the quality of effective teaching strategies under the guidance of.The shortcomings of this study are: there are few selected samples,lack of representativeness,and the overly single evaluation of the research.The prospect of this research is: the author will continue the follow-up research,select students from different segments as samples,and adopt a more reasonable and more diverse evaluation method to improve the deficiency of this topic.