A Study On The Cultivation Of Senior High School Students' Accomplishment In "Macro Identification And Micro Analysis"

Cultivating students' core qualities of chemistry is an inevitable requirement for chemistry classroom teaching reform.This article takes the cultivation of high school students' "macro-identification and micro-analysis" literacy as the theme,and specifically studies the following three issues:(1)Investigating the status of high school students' cultivation of "macro-identification and micro-analysis";(2)To explore the training strategies for high school students' "macro-identification and micro-analysis" literacy and design teaching cases;(3)Conduct teaching practice in the teaching of compulsory chemistry modules to test the effectiveness of training strategies.Through the review of related literature,the connotation and training strategies of chemical core qualities were studied,at the same time Combining curriculum standards and textbooks to analyze the specific connotations of "macro-identification and micro-analysis" literacy.On this basis,this thesis explored the status of the “macro-identification and micro-analysis” literacy education of Grade 1 2016 students.Based on the problems existing in the students,combined with the characteristics of chemistry disciplines and the cultivation of core literacy,the literacy strategies of "macro-identification and micro-analysis" are proposed.On this basis,taking the students of Grade 2017 Grade 569 and 570 of Ruicheng Middle School in Yuncheng City as the research object,using the constructed training strategies to carry out teaching design and practical research,to verify the effectiveness of the training strategies.Conclusion as below:(1)The present level of cultivation of "macro identification and micro analysis" of senior one students needs to be improved: the overall performance of students' "macro identification and micro analysis" is at the middle level,among which,On the one hand,the level of students' literacy of "macro identification and micro analysis" is the best,the second is the performance of level two,and the performance of level three is the worst.(2)The strategies for cultivating students' literacy of "macro identification and micro analysis" include paying attention to the way of thinking combining macro and micro,creating real problem situations,and paying attention to the way of experimental inquiry.Payattention to promoting the formation of students' "macro identification and micro-analysis" quality through expressive evaluation.(3)The practical research shows that the strategies proposed in this study are effective in cultivating students' "macro identification and micro-analysis" literacy.