Research On Teaching Design Of Quantity Based On Chemical Core Literacy

The core literacy of chemistry is the concentrated expression of the chemistry curriculum objectives.How to implement the core literacy of chemistry disciplines into classroom teaching has become a key concern of today's chemists,scholars and frontline teachers.Teaching design has a direct decisive role in the direction of classroom teaching.Therefore,teaching design is the fundamental foothold for cultivating students' core literacy.The amount of material related content throughout the high school chemistry learning is the focus and difficulty of teaching.The content contains a microscopic view,a quantitative view,and a zero-rich chemical thought method,which plays an important role in the formation of students' core literacy.The new chemistry curriculum standard advocates the integration of "teaching,learning,and evaluation".Therefore,it is worthwhile to study the problems and causes in the students' material quantity exercises from the perspective of core literacy,and to guide teachers' teaching and students' learning.Based on the theory of system theory and attribution theory,this topic is based on the research of chemical core literacy and material quantity teaching,and adopts the research method based on qualitative research and quantitative research,which is the first in Guilin.Two high school and two parallel classes were studied.The research process is divided into four parts.Firstly,this paper analyzes the content related to the quantity of matter,and explores the core literacy of the content related to the quantity of matter from the aspects of concepts and methods.It is found that the content mainly cultivates students' macroscopic identification and microscopic analysis,evidence reasoning and model recognition.Know the core literacy.Secondly,through the analysis and interviews of the exercises,the problems in the exercises of the material related content are analyzed,and the reasons for the wrong questions are explored from the perspective of chemical core literacy,mainly reflected in microscopic analysis,evidence reasoning and model cognition.The literacy of these three aspects is lacking.Thirdly,based on the investigation and research and the analysis of the new curriculum standard,the process of literacy-based instructional design is constructed.Based on the wrong reasons,the learning strategy and analogy migration,problem-driven,concept based on the core literacy training of chemistry disciplines are proposed.Diagrams and creation of teaching strategies such as scenarios related to production and life,and each strategy lists specific application cases for detailed explanation.Fourthly,in order to test the feasibility and effectiveness of the proposed strategy,two parallel classes of Grade 4 and Class 7 of the second grade of a middle school in Guilin City were selected as the research objects,and the teaching strategy proposed in this paper was used to “quantity unit of matter – Moore” The teaching content of "Gas Molar Volume" and "Application of Substance in Chemical Experiments" is taught and designed for teaching practice.In the course of the research,the test methods and interviews were used to analyze the effects of teaching practice,and to understand the changes in students' core literacy and chemical scores.The research results show that analyzing the students' wrong questions from the perspective of core literacy is beneficial to teachers to adopt strategies for teaching.This paper proposes a core literacy-based learning and teaching strategy that can help students understand the concept of material quantity,reduce the student's learning burden,have a positive impact on improving students' chemistry learning interest and performance,and help to cultivate students' core literacy of chemistry.Due to the small number of research samples,the short research period,the lack of analysis of problem cases and the long-term and concealed nature of core literacy training,the quantitative learning and teaching strategies and conclusions of the proposed literacy-based materials have yet to be drawn in the future.Further improvement and testing in teaching practice.