Research On Teaching Design Strategies Of Senior High School Chemistry Review Course Based On Discipline Competence Cultivation

The chemistry disciplinary competence is the essence and core component of the core literacy of the chemistry discipline.The cultivation of the student's disciplinary ability depends on the disciplinary competence activity,and internalizes into the subject core literacy of the students in the process of the activity experience.The chemistry class is the basic way to achieve the training objectives.At present,most of the courses involved in the study of students' disciplinary competence training are new lectures,and there are few studies on review classes.Teachers pay less attention to the review instructional design than the new lectures.The Chemistry Review Class is more effective in integrating teaching content and improving students' ability,and is more conducive to the overall improvement of the core literacy of students.It is of great practical significance to study the teaching design strategy of review class based on the performance of disciplinary competence activities.According to the 3*3 disciplinary competence activities and performance theory model proposed by Professor Wang Lei of Beijing Normal University,through the paper analysis method,classroom observation method and interview method,it is found that the current high school chemistry review class has deficiencies in cultivating students' disciplinary competence.Many teachers are still relatively unfamiliar and vague with the cultivation of disciplinary competence.Students perform well in A1 identification memory,A3 explanation argument,B1 analysis and interpretation ability activities,B2 inference prediction,B3 simple design ability activity second,A2 general association,C1 Complex reasoning and C2 system's ability to explore activities are the worst,and the highest level of ability activity C3 migration innovation has not been involved in the observed high school chemistry review classes.In addition,students also recognize themselves in certain situational understandings,including the lack of perspective and the limitations of cognitive thinking.In view of the above situation,there are six strategies for the teaching design of chemistry review class in this paper.Making good use of teaching resources,creating rich situations and designing project-based teaching;Deeply excavate the educational value ofdifferent knowledge and play the role of knowledge carrier;Ask and inquire scientifically to guide students' explicit cognition Angle and train of thought;Students construct the cognitive model of chemistry and teachers summarize the model of chemistry teaching.Strengthen the directivity of disciplinary competence cultivation,design ability advanced activities;Attach importance to the connection and systematic thinking,attach importance to the four links.The proposal of instructional design strategy can simplify the steps of instructional design of review lesson based on the real situation,save teachers' time and energy in preparing review lesson,and improve the review effect of the review class.