High School Chemistry Teaching Design Research On The Key Competence Cultivation Of "Macro-identification And Micro-analysis"

As an important way to effectively develop the key competencies of students' chemistry disciplines,the "literacy oriented" chemistry teaching design has increasingly become a hot topic in educational theory research and front-line teachers.As one of the important dimensions of the key competencies of chemistry disciplines,"macro-identification and micro-analysis" competence implies a unique perspective and analysis,which plays an important role in the development of student literacy.Based on this,the thesis promote a high school chemistry teaching design for the formation and development of students' "macro-identification and micro-analysis" competence.The research content can mainly divided into two parts: theoretical research and practical research:The theoretical research part uses the literature analysis method to broadly define and summarize the existing researches such as “macro-identification and micro-analysis” competence and “literacy oriented” chemistry teaching,focusing on the "macro-identification and micro-analysis" competence and standard contents of its curriculum requires systematic sorting to the high school chemical knowledge system.Then under the guidance of the method of conceptual construction teaching and chemistry curriculum teaching plate theory,integrate and design the plate-based teaching design model to promote students' "macro-identification and micro-analysis" competence development;In the practical research part,the teaching design model is applied to the high school chemical "redox reaction(first class)","vanderWaals force and hydrogen bond" two teaching design,using teaching experiment method and questionnaire survey to collect data,combined with the statistical analysis of data,the differences in the development of students' "macro-identification and micro-analysis" competence are analyzed.The research results show that the teaching design model can be effectively integrated with the specific time design of high school chemistry,and the teaching design implementation of the two classes has played a certain role in promoting the development of "macro-identification and micro-analysis" competence.