Investigation And Research On The Current Situation Of Life-Based High School Chemistry Teaching

Since the new curriculum reform was carried out in 2001,it is required that the content of curriculum should be related and returned to daily life,concern about the future survival and development of students,and ultimately cultivate students’ ability to solve practical problems.And in 2018,the Ministry of Education formally present the core literacy of chemistry discipline,which requires students to have the consciousness of sustainable development of saving resources and protecting the environment,and to form a simple and moderate,green and low-carbon lifestyle.However,under the current assessment system of college entrance examination,the teaching contents and methods of high school chemistry are far from the actual life.Therefore,it is of great significance to investigate the life-based chemistry teaching in high schools.Based on the current research and relevant theoretical basis of life-based chemistry teaching in high schools at home and abroad,and take six high schools in Liupanshui City,Guizhou Province as the cases,the interviews and investigations were carried out to have better understandings of the awareness and views of teachers and students towards life-based chemistry teaching,the implementation of life-based chemistry teaching and difficulties encountered by teachers,and statistical analyzed the present situation of life-based chemistry teaching in high schools in this paper.By the sorting and analysis of the survey data,the problems existed in the implementation of life-based chemistry teaching in high schools are summarized,such as the separation of teaching objectives from daily life,the over-traditional teaching evaluation mechanism and the lack of teaching resources,etc.According to the analysis of survey data,class hour restriction,lack of teaching resources,outdated evaluation methods of schools,teachers’ gender,educational background and poor professional accomplishment,and students’lack of direct and indirect life experiences are the three main factors that restrict the implementation of life-based chemistry teaching in high schools.Comprehensive analysis and discussion results show that the main factors restricting the implementation of life-based chemistry teaching in high schools are regional education resources,lack of teachers,and students’ awareness,etc.Therefore,it is of great significance to develop school-based curriculum,enrich teaching resources,improve teachers’ professional quality,make rational use of actual life and network resources,etc.to improve life-based chemistry teaching in high schools.