The Design Of Chemistry Learning Situations For Evaluating Core Literacies

In today's era,the knowledge-based education concept is no longer applicable.The core concept of "literacy-based" and "people-oriented" can make students better adapt to the complex society.However,China has always relied too much on scores as the only indicator for evaluating learning.It is limited to the evaluation of students'learning outcomes,and has not yet fully paid attention to the achievement of students'ability and core literacy.In this study,the module of "People's Education Edition High School Chemistry Compulsory One" is selected.Each chapter is a large unit,which highly extracts the more philosophical and more general principles that are separated from the discipline.Based on this,it is designed into basic problems,and each class is designed as a small unit.Teaching objectives and series of content problems with real and complex situations,and the six dimensions of comprehension learning as a tool for situational problems,formulate corresponding evaluation criteria,complete the construction of learning evaluation system,promote the transformation of students' learning styles and develop their abilities To further promote the development of the core literacy of students' chemistry disciplines,and to provide reference for the first-line teaching"how to implement core literacy."This study believes that the evaluation of the work framework design through comprehension learning is conducive to the cultivation of students' core literacy.The innovation of this research is embodied in the evaluation design based on real-complex situation,including life situation,human history situation,social time situation,chemical concept situation and complex problem situation.Through the situation,the past can be blurred and invisible.The things are obvious,especially in terms of concept,emotion,and thinking.The design of this evaluation system provides new ideas for the cultivation of literacy proposed by the new curriculum,and evaluates the achievement of core literacy of students by paying attention to the explicit behavior of students.