The Analysis And Teaching Case Development And Research Of Chemistry And Life Based On The Requirements Of Environmental Literacy

Based on the "National Chemistry Curriculum Standards for general High School(2017)" and the requirements of environmental literacy,the environmental content module in the "Chemistry and Life"(Luke Edition)is analyzed and studied.Analyze the relationship between the selected teaching content and the above-mentioned curriculum standards and literacy requirements,and propose corresponding teaching suggestions.On the basis of this,combined with the recent development zone theory,constructivist theory,inquiry-based learning theory,etc.,the innovative teaching case development design and practical research on the course about the water environment "exploring the principle of electrolytic treatment on electroplating wastewater".At present,the new high school chemistry textbook has not yet been issued.The new curriculum standard is used to analyze the original textbook content,which plays a role in promoting the understanding the relationship between the curriculum standard and the teaching material during the transition period,and lays the foundation for the subsequent use of the two.The study includes six parts,which are as follows:The first part,the introduction includes the background of the research topic,the literature review,the research object,problem,method,significance and the innovation point.The second part defines a concept about the environmental literacy,and expounds the recent development zone theory,constructivist learning theory,the basic connotation of inquiry-based learning theory and the guiding role in the developing teaching cases.The third part is the analysis to the textbook content based on the new high school chemistry curriculum and environmental literacy requirements.The textbook content is analyzed with the new curriculum standard requirements.Conclusions: 1)Describe in detail the main pollutants,sources and hazards in the atmosphere,indoor air,natural water and garbage,as well as methods and principles for reducing pollutants,which are not much different from the requirements of the new curriculum standards;2)The new curriculum standard does not mention the environmental certification standards in the textbooks;3)The textbook content has the following defects: in the aspect of sewage treatment,no relevant descriptions for pollutant types and hazards,and the methods for reducing pollutants is introduced over briefly and lacks a relatively complete principle content;4)the selection of materials is not comprehensive enough.The pollution caused by fossil fuels,automobile exhausts and industrial soots is introduced in air pollution.There are few examples of treatment methods,and no the ozone hole introduction which is one of the environmental hot spots.The soil pollutants only introduce domestic garbage,but for effects from industrial “three wastes” and chemical fertilizers as well as pesticides on the soil were not involved.Teaching suggestions based on this conclusion: 1)Regarding the chemical environment problems in life as a clue to teach students to understand the types,sources and hazards of pollutants and the methods and principles of treatment;2)appropriate environmental certification standards and environment Regulations and other teaching content to broaden students’ horizons;3)Process and tailor the environmental resources contents according to the requirements in the new curriculum standards to meet the curriculum standard requirements;4)enrich the content and form of teaching,and arrange some activities for students to l chemical knowledge to analyze environmental hot issues..Analyze the textbook content with environmental literacy requirements,as follows:1)The requirements for environmental knowledge dimensions are as follows: a.The understanding the causes of environmental problems,environmental concepts,etc.belong to the natural environment;b.The impact of pollutants on social culture,human sources,methods and principles for reducing pollutants,etc.It belongs to the social environment;c.The relationship between pollutants and human health belongs to the economic environment;d.The air pollution index and grading standards are environmental certification knowledge.There are no dimensions in the textbooks such as ecological environment,artificial environment,and environmental regulations.2)The requirements for environmental skills dimension are as follows: Lenovo·Question column trains students’ ability to analyze environmental problems,analyzes the types,sources and hazards of pollutants;Hands-on space column trains students’ ability to solve environmental problems,according to existing chemistry Knowledge proposes principles and methods for reducing pollutants and,based on this,solve problems.However,the content of the dimension of the environmental problem is lacking in the textbook.3)The requirements for the dimension of environmental awareness are as follows: There is no direct investigation of the content of students’ environmental awareness.4)The requirements for environmental behavior dimension are as follows: Set up columns for students to investigate local water pollution,garbage classification around the school,and design solutions to solve the corresponding environmental problems,and cultivate good environmental behavior.Teaching suggestions based on this conclusion: 1 based on the requirements of environmental knowledge,appropriate increase of environmental regulations and other content,broaden the knowledge;2 combined with experimental inquiry activities to promote the improvement of environmental skills;3 classroom summary and assignments can be arranged to allow students to think The impact of certain human behaviors on the environment and sustainable development,enhance environmental awareness;4 arrange appropriate amount of under-class investigation of pollution status,propose solutions and other activities.The fourth part is the development of teaching case design.Based on the new curriculum standard,theoretical basis and textbook analysis and research conclusions,the case development and design of the course “Exploring the principle of electrolysis treatment of electroplating wastewater” is carried out,and the teaching design is reflected and suggestions for improvement are proposed.The fifth part is the study of teaching practice.Through the teaching practice,academic interviews,questionnaires and other methods to test the effectiveness of teaching design,and draw the conclusion:(1)the learning effect of the two classes has obvious differences,the learning effect of the experimental class is significantly higher than the control class;(2)The experimental class is better than the control and experimental class in the implementation of the five-dimensional goal and the teaching focus;(3)the society of the experimental class is better cultivated.Responsibility is conducive to improving environmental literacy.Based on the research results,the teaching implementation strategy for this case is proposed.The sixth part is the results and future prospects of this research.Summarize the research results at this stage and reflect on the existing deficiencies in the research,and propose the direction and future prospects of relevant research in the future.