Design And Implementation Of Chemistry Teaching Based On Macroscopic Identification And Microscopic Analysis

With the education reform in China and the comprehensive advancement of various related work,the traditional education model can no longer meet the demand for all-round talents in the new era society.More and more students can't adapt to society well when they graduate.In the actual teaching process,students only learn to learn knowledge,and the knowledge they learn can only be called memory,not mastery,in most cases.The cultivation of “Core Core Literacy” in the “China Student Development Core Literacy(Draft for Comment)” issued in 2016 effectively promotes the resolution of the above problems.The “Macro Identification and Microscopic Analysis” literacy has caused a wide range of scholars attention.In order to improve the students' "macro-identification and micro-analysis",this topic is based on the cultivation of the core knowledge and micro-exploration of the core literacy,and analyzes the textbook content of the compulsory compulsory plate of high school,and designs "electrolyte and non-electrolyte"."The amount of matter","the nature of metal sodium" and "experiment of the nature of ethanol" four teaching cases,and the "electrolyte and non-electrolyte" as an example to carry out the actual teaching implementation,the organic core literacy and the actual teaching organically gathered together to achieve Improve the ultimate goal of students' core literacy.The main points of the design of the teaching case in the subject are: 1.Fully analyze the compulsory textbooks of high school chemistry,and be able to flexibly link macro-micro,which is conducive to students' understanding and mastery of knowledge.2.The use of “question chain” in the design of teaching process improves the efficiency of learning and the efficiency of core literacy training.3.It is necessary to focus on the textbooks,and also to “jump” out the textbooks,fully develop the resources inside and outside the classroom,and stimulate students' enthusiasm for the study of chemistry and colorful knowledge,and finally achieve the goal of improving students' literacy.Finally,from the two aspects of student achievement feedback and teacher evaluation after the implementation of the case,think,exchange and discuss,verify the validity and feasibility of the four teaching cases of this paper,and then reflect and improve.In this whole process,it not only improves the literacy of students' "macro-identification and micro-exploration",but also provides practical experience for front-line teachers to think about changing the traditional teaching mode in order to cultivate students' core literacy.