Development And Application Of Chemistry Classroom Language Measurement Method Based On Discipline Core Literacy

The introduction of the core literacy of chemistry marks that chemistry classroom teaching has entered a new stage.The design,implementation and evaluation of teaching should be carried out around the core literacy of the discipline.However,through the investigation,due to the roles of teacher,the frontline teachers are difficult to integrate the core literacy of the subject into the classroom during the teaching process,and there is little time to study the core literacy of the subject after class.However,through the investigation,due to the role of teachers,the frontline teachers are difficult to integrate the core literacy of the subject into the classroom during the teaching process,and there is little time to study the core literacy of the subject after class.Therefore,based on the position of frontline teachers,this article explores an objective and effective chemistry classroom evaluation method that is in line with the core literacy of the discipline,provides a reference for the old teachers to enter a new stage,and provides suggestions for new teachers to move to the new classroom.From the analysis of the relationship between thinking,information output and information input,the implicit interaction between teachers and students in the chemistry classroom is based on language.Language as a symbol can represent the implicit tendency of teachers to output information to students.Therefore,analyzing the teacher's classroom language is a breakthrough in analyzing the implicit interaction between teachers and students,and it is also the key to evaluating the quality of teachers' output sources.Metrology linguistics is an effective tool for studying natural language.Its application is very extensive.Its key core lies in two points:(1)extracting keywords from text corpus for quantitative analysis,summarizing the relationship between word frequency and word order,and discovering Mathematical laws in natural text.(2)Form a thesaurus,perform statistics on the keywords in the corpus text,and mine emotions,metaphors,cores,etc.in the corpus.Therefore,using measurement linguistics as a research tool to analyze the teacher's chemistry classroom language can externalize the psychological process of teacher teaching and objectively and visually analyze the psychological process of teacher teaching.This article obtains the primary lexicon through the word frequency statistics of 30 teachers' chemistry classroom language,combined with the core literacy of the discipline,and defines the corresponding usability,enthusiasm,prominence,programmatic,systematic and intellectual principles.In the vocabulary screening,266 core literacy words were selected,including 86 macroscopic identification words,17 microscopic analysis words,29 change concept words,3 balanced thought words,26 evidence reasoning words,and model cognitive words.There are 15 scientific inquiry words,5 innovative consciousness words,16 scientific attitude words,and 10 social responsibility words.Through the core vocabulary of the interdisciplinary disciplines,the word frequency statistics software can be used to obtain the proportion of the core literacy of each subject in the chemistry classroom language.Through the use of AHP,the intrinsic relationship of the core literacy of the discipline(Subject Core Literacy Weight,SCLW)is found.Through the core literacy vocabulary of the Statistics Department,the teacher's opinion,the student's opinion,the teacher's classroom language frequency,the general high school chemistry curriculum standard(2017 edition)word frequency,the 2018 chemistry examination outline word frequency under the six dimensions of the discipline core literacy,analysis and calculation are available,Among them,the proportion of macroscopic identification and microscopic analysis is 0.3599,the proportion of change concept and balance thought is 0.1989,the proportion of evidence reasoning and model cognition is 0.1809,the proportion of scientific inquiry and innovation consciousness is 0.1665,and the proportion of scientific spirit and social responsibility is 0.0939.According to data analysis,SCLW is based on macro-micro combination.Change concept,conservation concept,logical thinking and inquiry consciousness are important components of thinking level.Emotion,value and responsibility are the ultimate goals.Inspired by this,by analyzing the main elements in the classroom and replacing the six dimensions of the middle layer with the teacher's subjective opinions,student learning needs,and literature foundation,the core literacy weights under a certain knowledge module can be obtained(Knowledge-Based Subject Core Literacy Weight,referred to as KB-SCLW).By counting the core literacy of the teacher's classroom language subject,the Knowledge-based Subject Core Literacy Weight-Reality(KB-SCLW-R)can be obtained.The obtained KB-SCLW-R is linearly fitted with KB-SCLW.The higher the fitness degree R2,the closer the core literacy structure of the teacher's classroom language is to the ideal state.The set of processes is called Core literacy base Chemistry-teaching language measurement method(CLBCLMM for short).Through CLBCLMM empirical analysis of the three-section redox reaction quality class(from the 2014 National High School Chemistry Quality Course Competition)to verify the scientific and validity of CLBCLMM.The R2 of the three teachers are 0.6458(Gao),0.6185(Lin),and 0.8294(Sun).In the three lessons,the difference between R2(Sun)and R2(Gao)and R2(Lin)is more significant,and Sun's R2 Higher,indicating that Mr.Sun's KB-SCLW-R is better,and the high-and Lin-two teachers' KB-SCLW-R has problems.Through interviews with other critics and experts,it is judged from the classroom mode,goal achievement degree and other indicators that Sun is also superior to Gao and Lin.Finally,from the student's point of view,the rate of questioning from knowledge,skills,and emotions,self-exploration duration,contact life emotional duration analysis of the data analysis,Sun's class is also better than the Gao and Lin two teachers.This can prove the scientific and rationality of CLBCLMM.Through the follow-up investigation of Teacher Li,the two classes of Mr.Li were scored by CLBCLMM for two months.The scores after R2*100% were 90.61,49.96,81.15,47.28,49.97,69.44,respectively.From this analysis,the teacher's understanding of the knowledge module has a great influence on the score.The more the teacher understands the knowledge and the understanding of the core literacy of the knowledge,the higher the score will be.Finally,the first and second monthly test scores of the class students were converted into standard scores,and the difference analysis was performed.The Sig value was 1.000,and there was no significant difference.The reasons are:(1)CLBCLMM's intervention time is short,it is difficult to highlight the benefits.(2)Teacher Li has a limited personal level and has not been able to fully meet the requirements of CLBCLMM in a short period of time.However,from the feedback of Teacher Li,we can get:(1)I believe that the scientific nature of CLBCLMM fails to achieve the reason for the mutation mutation.(2)I hope to improve the CLBCLMM and shorten the scoring cycle.(3)Very optimistic about CLBCLMM,because its objectivity and accuracy are irreplaceable.In general,the non-discrimination of the score,the teacher's classroom rating trend and user feedback indicate that the scientific nature of CLBCLMM itself has great application prospects and use value.Through the discovery of CLBCLMM,the teacher's classroom language can be designed.The cornerstone of the design is the core literacy of the discipline.The design tool is measurement linguistics.Designing the classroom language is an effective way to improve the core literacy of the discipline in the classroom.The teacher's professional development path must finally be settled in the teacher's accomplishment.Classroom innovation is not based on the type and activity innovation,but on the innovation of teachers' thinking and consciousness.Teachers also play the role of learners in the development process,and the essence of learning is not how many classroom records are mastered,but the key words in the classroom.Using the keywords to organize the classroom language,the classroom discipline literacy structure tends to be reasonable.Finally,human-computer interaction is a new trend in classroom teaching,and it also challenges classroom researchers.The convenience and efficiency of human-computer integration is incomparable to pure labor,and it also has great advantages in objectivity and accuracy.Although the evaluation method described in this article can describe the language activities in the classroom objectively,and then evaluate the core literacy of teacher penetration,but the language is not the whole content of the class.More indicators should be combined to describe as much as possible and as much as possible.Evaluation class.Secondly,this article only has some flaws in the study of the teacher's language.After all,there are students' language in the classroom activities that can't be ignored.Even in the normal class,the language of communication between the students and the teachers is very small,but it does not mean that there is no communication between the students.And the students' self-talk.However,the author's technology and time are very limited,and failed to achieve multi-dimensional analysis.Based on the above,I hope that this article can enlighten the peers of the core literacy of the research discipline and the classroom evaluation.Whether it is the thesaurus or the standard framework,it is waiting for you to update,modify and develop.