| "Key Competencies," also known as" 21st century's Competencies," has been hailed as the DNA of contemporary basic education and is the top-level concept of basic education curriculum reform.In recent years,international and domestic research trends concerning students'development of "core accomplishments" have emerged.The Chinese education community conducted core literacy studies in 2012.After four years of theoretical and practical summaries and international and domestic discussions,China was proposed in 2016.Students develop core literacy systems,and also gradually put forward the core literacy system of Chinese students,including the core literacy of high school chemistry.This series of studies promotes the reform of the new round of basic education curriculum.As an important part of the core literacy system,the core literacy of chemistry subjects plays an irreplaceable role in the development of students' core qualities.Therefore,the study on the development of the core literacy of chemistry subjects in senior high school students in Hubei Province helps to provide targeted and timely advice,further improve the quality of teaching,and promote the reform of high school chemistry curriculum in Hubei Province.Therefore,this dissertation is based on the investigation and evaluation of the core literacy of senior high school students.It is based on the teaching practice of high school chemistry and combines individual interviews with classroom teaching analysis to carry out research on influential factors and provide a basis for cultivating the core qualities of high school students in chemistry.Certain research materials and practical references.The study was conducted in a combination of theoretical research,sample surveys,test questions,classroom reflections,and individual interviews.The questionnaires were for students from grade one,senior two,and senior three in Hubei Province.The test subjects were mainly senior high school students.The interviewees were senior high school chemistry teachers and senior high school science students.Student's volume reference PISA,TIMSS,TALIS,"Ordinary High School Chemistry Curriculum Standards(Draft for Comments)for the design of the blueprint,the test design refers to the Hubei provincial entrance examination Zhenti,competition questions,chemical subject ability measurement test sample,with a questionnaire survey In addition,examination questions and test-based tests were combined with interviews and classroom observations to investigate the development status of high school students' chemistry literacy in Hubei Province.The research of this dissertation mainly focuses on the following questions:(1)What is the connotation and structure of the core literacy of high school students in chemistry?(2)What is the current state of chemistry learning in high school students?What is the difference in demographic background factors?(3)What is the status of high school students' core knowledge of chemistry?What is the difference in demographic background factors?(4)What are the factors affecting the development of the core literacy of high school students in chemistry?How can we do it?(5)How to promote the development of the core qualities of high school students in chemistry?This thesis consists of five parts.The first part is an introduction:It discusses the origin,purpose,meaning,research content,research methods and research design of the research.The second part is the literature review:First of all,it conducts theoretical research on core qualities,disciplinary core qualities,and core literacy of high school chemistry disciplines.At the same time,it defines the differences and relations between the concepts of quality,accomplishment,and core literacy;then it is relevant to this study.The current status of research is elaborated.The third part and the fourth part are the focus of this paper.The third part is the investigation and research on the status quo of the core literacy of senior high school students.Firstly,the investigation and research explain the preparation of the questionnaire,the test test and the formal release to the final recovery;then the core literacy of high school students in chemistry is investigated and collected.The data is statistically analyzed.The survey mainly examines the differences in the demographic background of students' chemistry literacy from the four aspects of students' chemistry learning motivation,chemistry learning adaptation,chemistry learning strategies,and chemistry learning effects;the effect of chemistry learning is through students' autonomy in the core literacy of chemistry subjects.Evaluation,and then using SPSS20.0 and EXCEL to describe the current status of the five dimensions of high school students' core disciplines of chemistry,and also to test the differences in demographic background.The fourth part is the evaluation of the core literacy of senior high school students in chemistry:the first is the development and quality inspection of assessment tools,and the development of assessment tools and quality inspections are mainly from the five aspects of the core literacy of high school chemistry,and then from the overall statistics.Analyze students' various dimensions in the core literacy of chemistry,analyze and summarize the results of questionnaire surveys,draw conclusions,and give opinions or suggestions.The fifth part is the conclusion part:It elaborates on the concrete conclusion,research inspiration,innovation and insufficiency,reflection and prospect of this research.The specific conclusions of this study are as follows:(1)The quality of survey scales and assessment tools compiled was good.This article uses SPSS and Rasch model to test the reliability and validity of survey scales and measurement tools strictly and carefully.The revised measurement tools are revised,analyzed and improved several times.Finally,a questionnaire with good reliability and validity is obtained.research tool.(2)In the development of the core literacy of chemistry,the overall development of the core literacy of high school students in chemistry is general.The development of core literacy of students in chemistry is in the middle and low level.The evaluation ability of core literacy of chemistry subjects is poor,the application ability is in the middle level,and the level of cognition and understanding develop relatively well.In the measurement of core literacy development,students can score high scores in macro-identification and micro-analysis,scientific spirit and social responsibility,and they have poor development in evidential reasoning,model cognition,scientific inquiry,and innovation consciousness.The concept and balance of thought are at a medium level.From the perspective of the corresponding level of each dimension,the students showed a higher symbolic representation ability and macro-micro identification ability,and the students' lower level performance was the development of model cognition,scientific inquiry,experimental cognition and creative creativity.Not only that,there are differences in grades of students'core subjects in chemistry,and there are individual differences.There are also significant differences in the development of core subjects in chemistry among students at different levels.Whether they are in macroscopic identification or microcosmic analysis,or in scientific inquiry In terms of innovation awareness,students in higher-level schools have significantly higher chemical academic ability than those in lower-level schools,while students of different genders have slight differences in the core qualities of chemical subjects,such as symbolic representation ability,experimental cognitive ability,and model thinking of boys.The level of ability is higher than that of girls.(3)The study of the factors affecting the high school students' core literacy in chemistry subjects revealed that the school is located in the region,school level,student grade,schooling method,chemical work frequency,chemical extracurricular study time,chemical laboratory situation,student family economy,family life.Subjects,family education situation,students' parental occupations and other factors can affect the state of student learning,and teachers' teaching methods,teaching styles,students' learning methods,chemistry learning motivations,learning strategies,academic assessment methods,and the development of school chemistry experiments And students' self-efficacy and other aspects will directly affect the development of students' core knowledge of chemistry disciplines,especially evidence reasoning and model cognitive thinking and the development of scientific inquiry and innovation awareness.(4)Through interviews and classroom observations during the research process,it was discovered that chemical teachers pay more attention to the results and scope of application of chemicalknowledge in the teaching process,but the emphasis on the formation process of chemical models and the inquiry process of chemical learning is insufficient.In practical teaching,chemistry teachers are accustomed to directly display knowledge,experiments,evidence,and models,and focus on explaining the characteristics and applications of knowledge,experiments,models,etc.,and do not pay attention to the emotional experience and thinking,thinking,and inquiry process of students' chemistry learningprocess..Teachers often use duck-feeding methods in teaching due to various reasons such as rushing progress and grasping results.Classrooms are not returned to students.Students are also accustomed to directly accepting the knowledge given by teachers or looking at models presented in textbooks.The development process of knowledge,the process of scientific inquiry,and the process of building the model have led to the incomplete development of the students' ability to explore science,the ability to independently innovate,and the cognitive ability of models.Research recommendations and strategies:The development of core disciplines in chemistry is inseparable from the refinement and sublimation of subject knowledge.Core disciplines in good chemistry are rooted in solid basic knowledge of chemistry and basic skills.The generation of core literacy in students' chemistry depends on the absorption and internalization of knowledge.In the instructional design,teachers should grasp the development and realization of the students' core literacy in chemistry,pay attention to the situation,explore and diversify the teaching activities,and attach importance to the cultivation of students' chemistry thinking,and lead students to experience,reflect and reflect on chemistry..For teachers,firstly profoundly comprehend the connotation of the core literacy of chemistry subjects and enhance their literacy teaching ability.Second,classroom teaching should create a real problem situation for students and promote the change of students' learning methods.Third,teachers should fully understand the chemistry experiment.Unique values,elaborately designed experimental inquiry activities;Finally,teachers should accurately grasp the academic quality requirements,adopt a variety of teaching evaluation methods,and attach importance to the role of chemical culture in the development of students' core literacy in chemistry. |
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