Developing Core Literacy Of Discipline Based On PCK Theory Research On Teaching Design Of Chemical Concept

PCK theory advocates combining teachers’ teaching experience with pedagogical knowledge and subject knowledge.Using PCK theory to design chemistry concept teaching can improve the teaching efficiency of chemistry class and play a positive role in cultivating students’ chemical core literacy.This paper first studies the current situation of PCK theory,chemical concept teaching and chemical concept teaching under the core literacy of chemistry through literature reading.And select the key concepts of junior high school-acid-base neutralization reaction and high school key concept-the amount of material as an example,carry out teaching case study,through the detailed analysis of the teaching content,find out the teaching difficulties,and summarize the corresponding teaching strategies Using the questionnaire survey method to understand the students’ academic situation,based on the analysis of teaching content and the analysis of students’ academic conditions,combined with PCK theory,constructivism theory and instructional design theory,complete the "five-in-one" PCK model of two chemical concept cases.Under the chemistry concept teaching design.Case 1: Using the “five-in-one” chemical concept teaching model under PCK theory to conduct an in-depth analysis of the “neutralization reaction of acid and alkali” to solve the problem of “acid and alkali can react” and “medium The three main issues of "the essence of the reaction" and "the use of the neutralization reaction" are the main line of knowledge.The main purpose of the development of students’ "evidence reasoning and model cognition" is to promote the construction and development of the three-character mental model.Teaching strategies such as experiment exploration and cooperation and communication,and carry out teaching activities with interesting activities such as fun magic and animation simulation,and implement evaluation of curriculum knowledge and chemical core literacy in the teaching process to realize "teaching,learning and evaluation" Integration;Case 2: Taking the "material quantity series concept" as the main line of knowledge,aiming at cultivating students’ "macro-identification and micro-discrimination" literacy,taking PCK theory as the guiding ideology,the knowledge line,quality line and strategy of PCK theory Lines,lines of interest and evaluation lines run through the design of the entire teaching process.By citing life examples,creating fun contexts as a medium,using problem-driven,situational creation,analogy induction strategies,and cooperative learning strategies to help students overcome the difficulties of the concept of “material quantity”.The two teaching designs are applied to the teaching practice in the corresponding middle school.After completing the practice,the questionnaire survey method and the interview method are used to test the teaching effect and the students’ listening experience.This paper can draw the following conclusions:(1)This paper constructs a new five-line PCK model;(2)through reading the literature and teacher guidance,the paper develops a core PCG model based on the “five-in-one” new PCK model.The teaching design of chemical concept provides a certain reference for the research of teaching design and the in-depth study of chemical concept teaching under PCK theory.(3)After comprehensive understanding and analysis of teaching content and students’ academic situation,junior middle school chemistry is selected.In the case of the "neutralization reaction of acid and alkali" and the high-level compulsory chemistry 1 "quantity of matter",as a case,the chemical concept teaching design based on the "five-in-one" new PCK model was developed.After practice,it was found that it really played a positive role in improving classroom efficiency and developing students’ core literacy.