Teaching Practice Research On The Secondary Development Of Textbooks Under The Guidance Of Core Literacy

The "Ordinary High School Chemistry Curriculum Standards(2017 Edition)" condensed the core literacy of chemistry disciplines,and the revision of the chemistry discipline in the 2017 National College Entrance Examination for General Colleges and Universities also focused on the cultivation of core literacy in chemistry.The changes in curriculum standards and examination syllabus mean that the long-term "knowledge-based" and "discipline-based" educational concepts will gradually be replaced by the "literacy-based" educational philosophy.The concept has changed;the teacher and the students are different from the past,but the teaching materials are still the same.How to balance the contradiction between the unity of the teaching materials and the differences between the students will become a common problem to teachers.In order to better adapt to the core literacy of the new curriculum standards,the professional development of teachers and the needs of individualized education of students,the concept of "teaching teaching materials" has gradually been replaced by "teaching with teaching materials".First,I investigate the research status of secondary development of the chemical materials at home and abroad,and then discuss the definition of core literacy,chemical core literacy,teaching material and the secondary development of teaching material.Get some information on the current situation of teachers' secondary development and the usage of teaching materials in the class through questionnaires.According to the result of questionnaire,combined with constructivism,humanism and STSE education theory instruction,I select organic(ethylene),inorganic(sulfuric acid),and reaction principle(heat)to make secondary development under the core literacy oriented,and applied it in teaching practice--the experimental class(class 8)and the control class(class 7).Through written test,students' self-assessment and teachers' mutual assessment to I evaluate the teaching effect,and obtained the following conclusions:1.The average score of the experimental class(class 8)increased gradually and the standard deviation decreased gradually,which proved that the whole class was improving steadily and the gap within the class was also decreasing.,While the average score of the control class(class 7)was relatively stable,and the standard deviation increased slightly,which proved that the class internal differences was becoming more and more salient.Compared with the two classes,the difference between the average scores of the two classes is gradually increasing,which proves that the difference between the two classes is more and more significant.SPSS data shows that the significance of the t-test of paired samples of the two classes' test results is 0.043<0.05,which is a significant difference.2.Before the implementation of teaching,students of the experimental class(class 8)should be told about the connotation of the five items of core literacy in the new curriculum standard,and respectively,with a full score of 10 points.And the same evaluation was conducted after the implementation of teaching.The data showed that the average score of all the items in the post-test was higher than that in the pre-test,among which the average score of scientific inquiry and innovation consciousness items before and after the test was 2.06.It is the largest gap.SPSS software was used to conduct paired sample T test on the two evaluation results,and the results showed that the significance(double-tailed)P values of all items except the items of scientific spirit and social responsibility were all less than 0.05,showing a significant difference.3.The teaching and research group where the author works has a high evaluation on several cases of textbook secondary development,and thinks that such teaching philosophy and model are worthy of praise.