Cultivation Strategy Of The Core Literacy Of "Macro Identification And Micro Analysis" Based On High School Chemistry Experiments

The core literacy of the chemistry discipline in the "General High School Chemistry Curriculum Standards(2017 Edition)",proposed by the Ministry of Education has described the "macro identification and micro-analysis" as the first dimension,which not only reflects the essence and thinking characteristics of the chemistry discipline,but also is the basis of other core literacy training.The chemical experiment is the basic method of studying chemistry,and it is also a bridge connecting the macro and micro.The chemical experiment has an irreplaceable role in the cultivation of the core literacy of "macro identification and micro analysis".This paper summarizes the core literacy of "macro identification and micro analysis" from the macro-micro-symbol triple representation finding that the difficulty of students' learning lies in the conversion between macro and micro.And at the same time this paper summarizes the teaching strategies: "macro identification and microscopic analysis " ?chemistry experiment and core literacy from related document literature.Through the above researches and combining my teaching experience,five teaching strategies based on chemistry experiments to cultivate the core qualities of "macro identification and micro analysis" are summarized as follows:(1)The creation of the situation,as the introduction of the classroom,transforms abstract knowledge into "visual" content for teaching,reflecting the microscopic essence through macroscopic phenomena,can reduce the difficulty of student learning,stimulate students' interest in learning,and is conducive to the formation of chemical concepts and Core knowledge breakthrough;(2)Experimental exploration.Based on the study of micro principles and symbols,students independently design experimental plans,participate in the experimental preparation process,complete the experiment,report the summarize,and conduct macro-micro integration and macro-micro conversion training many times in the process.By Combining the application of knowledge to train students' awareness of social production and life and also their abilities to solve practical problems;(3)Model teaching.From physical models or conceptual models to thinking models in teaching organic models,galvanic cell principles,element periodicity,etc.enables students to combine macro and micro capabilities from external to internal,reflects the knowledge connection and structuring cognition,and then forms ideas to solve problems and learn to apply;(4)With the help of multimedia.By guiding students to independently design experiments and predict experimental phenomena,an experimental plan is first formed,and then through multimedia display,students are actively learning rather than passively receiving knowledge.At the same time,multimedia can be used for micro-simulation to facilitate students' understanding of the principles of knowledge;(5)Improve the experiment.Making the experimental inquiry easier and it has obvious experimental phenomena not only to facilitate the conversion and application of students' macro and micro knowledge,but also cultivate innovative thinking and environmental awareness.The five teaching strategies are not parallel but is interpenetrating ? Combination,so as to better complete the cultivation of the core qualities of "macro identification and micro analysis",and the cultivation of students' multiple abilities through the teaching of chemical experiments.The teaching strategies in this article have been applied in the actual teaching of high school chemistry.And after the class,students were interviewed and the teachers who listened to the class evaluated the class.It was well evaluated by teachers and students.A knowledge test questionnaire was developed for the teaching content and the cultivation of the core qualities of "macro identification and micro analysis".The students in the experimental class and the control class were investigated.The students in the experimental class achieved higher scores than the control class.The students' ability to understand macro and micro knowledge stronger.Therefore,this research has certain feasibility that conducive to thecultivation of the core qualities of high school students ' "macro identification and micro analysis",can improve students' interest in learning and learning efficiency,and provides a teaching idea for the high school chemistry teachers.