Research On Thinking Visualization Teaching To Promote The Development Of Chemical Core Literacy

With the rapid development of science and technology,the ability of comprehensive talents in the new era has also increased.Since the reform of the general high school curriculum in 2003,China's education methods have undergone tremendous changes,including the form of education organization,information transmission methods,learning methods and strategies,and changes in educational goals.With the introduction of core literacy,the high school chemistry curriculum began to enter a new stage with the goal of cultivating students' core literacy.In order to meet the requirements for talents training in new curriculum standards,we try to change the traditional teaching mode and promote the teaching mode of teaching and learning,so that students can change from simple knowledge acquisition to acquiring knowledge,learning skills,developing thinking,and improving disciplines in the learning process.Literacy goals.Therefore,based on the current teaching situation of teachers and the status quo of students' learning,this study will propose a thinking visualization teaching method aiming at promoting the development of core literacy of chemistry,in order to help teachers improve teaching quality,help students form certain learning styles,and achieve literacy development.This study firstly analyzes the content,goals,significance and methods of this research on the basis of analyzing the research status of domestic chemical core literacy development and thinking visualization teaching.Secondly,with the construction of learning theory,information processing theory and brain science theory as the theoretical support,this paper proposes a teaching research that promotes the development of literacy with the way of thinking visualization.Then through the questionnaire survey and interviews of high-level students and chemistry teachers in M Middle School of Nanning,the current chemistry curriculum teaching status and the current core literacy level and learning methods of students are summarized,and the problems and causes of current chemistry teaching are summarized and analyzed.Then,based on the combination of visual visualization and functional value,the paper proposes the principles,steps and strategies of thinking visualization teaching to promote the development of chemical core literacy.At the same time,it constructs a thinking visualization teaching model with knowledge as the open line and literacy as the dark line.Finally,the teaching plan of the second chapter of the second chapter of the high school chemistry,"Ion Reaction",and the "rough saltpurification" experiment were designed.In order to verify the feasibility and effectiveness of the above teaching strategies,two parallel classes,Grade A1 and A2 of the M Middle School of Nanning City,were used as research objects.Among them,the A1 class was used as an experimental class,mainly in the way of thinking visualization,and the A2 class.As a control class,the teaching method is mainly taught by traditional teaching,and the teaching is implemented for two and a half months.In the process of practical teaching,the author will use the spare time to conduct random interviews with the students in the experimental class,keep abreast of the students' learning status and obtain some feedback information,so as to adjust the teaching activities in time.During the teaching practice,the questionnaires and after-school measurement questions,the unified test and other paper-and-pencil tests are used to test the achievement of student literacy and the improvement of academic performance to test whether the teaching strategy proposed in this paper is effective.Through the collation and analysis of the test results,the following conclusions can be drawn: the visualized teaching activities to promote the development of chemical core literacy can improve the students' participation in the chemistry class to a certain extent,change the students' attitude towards learning chemistry,and change from the beginning of boring to the boring Interesting and impressive evaluations,the learning style began to form the ability to learn self-induction,independent analysis and form a certain experimental inquiry and design,and also have a certain improvement effect on literacy level and academic achievement.However,due to various factors,its improvement is not very significant,so it needs to be confirmed by a later period of practical research.Teachers use a certain teaching method to help students acquire certain knowledge,form a certain learning style,develop chemical thinking,and enhance the core literacy of the chemical is a relatively long and arduous task.The teaching strategies and teaching models proposed in this study only provide some teaching references and suggestions for frontline teachers and researchers.It is expected that they can be continuously improved and supplemented in the post-teaching practice to truly achieve the expected goals of teaching.