Research On Teaching Strategies Of Senior High School Chemistry Concepts Based On "Macroscopic Identification And Microcosmic Analysis"

How to cultivate students' chemistry core literacy in chemistry teaching is an important task after the publication of the new curriculum standard,and it is also an inevitable requirement of the curriculum reform of basic education in China.As one of the dimensions of the core quality of chemistry,the quality of macro identification and micro analysis can reflect the unique characteristics and thinking mode of chemistry.As an important part of chemistry teaching in senior high school,chemistry concept knowledge is an important carrier to develop students' macro identification and micro analysis literacy.Therefore,it is necessary to cultivate the students' quality of combining macro identification and micro analysis in chemistry concept teaching.On the basis of summarizing the domestic and foreign literature on macro identification and micro analysis,the purpose and significance of the research are clarified.Under the guidance of cognitive structure theory and situational cognition theory,this paper defines the concepts such as macroscopic identification,microscopic analysis and chemical concept,and summarizes the basic characteristics of chemical concept.Based on the research and analysis of relevant theories and the teaching characteristics of concept knowledge,this paper analyzes the current development of students' macro identification and micro analysis literacy and the current situation of concept teaching from the perspective of teachers and students,using the methods of teacher interview and questionnaire survey.The research shows that although the quality of the combination of macro identification and micro analysis of current students is stable,its quality level still needs to be improved.Based on the survey results,this paper analyzes the current situation of chemistry concept teaching and the cultivation of students' literacy.Starting from the basic links of the teaching process,this paper proposes a teaching strategy of chemical concepts based on macro identification and micro analysis.This paper includes the following contents: the teaching goal setting should make identification of macro and micro analysis combined with the quality requirements to manifest,based on the structured teaching content to promote the identification of macro and micro analysis combined with the development of literacy,creating a conducive to the identification of macro and micro analysis combined with the literacy level of advanced problem situation,the use of chemical experiment to establish the deep links between the macroscopic phenomena and microcosmic essence,choose to develop the students identification of macro and micro analysis combined with the quality of teaching evaluation.In order to better reflect the value of teaching strategies,this paper selected two typical chemical concepts "ionization and ion reaction" and "oxidation-reduction reaction" to carry out the teaching design of unit and class hour.Through the systematic teaching design,the teaching strategies are applied.The specific teaching design includes teaching content analysis,learning situation analysis,teaching reflection and so on.In order to better guide the teaching of teachers,the first-line teachers are interviewed for the teaching design,and the existing problems are analyzed,so as to provide a reference for the cultivation of students' macro identification and micro analysis literacy in the teaching of chemical concepts.