"Quality-oriented" HPS Teaching Design And Practice Research

The successful convening of the 19 th National Congress of the Communist Party of China marks a new era of education.Cultivating the key ability of students to support lifelong development and adapt to the requirements of the society has become an issue which needs to be considered and solved urgently.In order to implement the Party's education policy and make it concreted and detailed,the Ministry of Education has formulated the Standards for General High School Chemistry Curriculum(2017 Edition).For the first time,the educational term of core literacy of chemistry has been introduced,and the values,qualities as well as the abilities which need to be mastered by students after studying chemistry also has been put forward.As an enduring scientific research topic,History-Philosophy-Society(HPS)Education provides important suggestions and ways for the new round of chemistry curriculum reform and the cultivation of students' core literacy with its unique theoretical and practical values.The research methods adopted by this article include questionnaire survey,literature review,case and data analysis,etc.Firstly,the current research achievements and the main research directions of HPS were introduced;Secondly,some related concepts in this paper were defined,and the theoretical basis of this article were proposed;Thirdly,the analysis of the feasibility for implementing HPS teaching in high school chemistry courses was done,and the “Quality-oriented” HPS teaching strategies were put forward;Then,the teaching was carefully designed and applied to teaching practice;Finally,the experimental results were analyzed and evaluated.Meanwhile,some constructive suggestions and prospects were given.Teaching examples based on HPS Education were fabricated and their corresponding practice were done.The study was divided into six parts: the first was the preface,which presented the reason for choosing the topic,the research status,methods,and significance.The second one was the theoretical basis and definitions of some concepts.Then based on a large amount of literature reading,the “constructivist learning theory”,“the view of scientific essence”,“the theory of cultural and historical development” were put forward as the theoretical basis for this research.In addition,the concepts of “Core Literacy of Chemistry”,“HPS Education” and “HPS teaching mode” were also precisely defined.The third part were the survey and analysis of the implementation basis and status quo of HPS education.The HPS materials in the compulsory courses and the HPS knowledge in the academic level test constituted the foundation of the implementation for this research.Through the compilation and distribution of questionnaires,the teaching status of teachers and students was investigated,which laid the foundation for teaching practice.The fourth part was the “Quality-oriented” strategy discourse of applying HPS in high school chemistry.The fifth part was the three “Quality-oriented” HPS teaching design cases and the analysis as well as evaluation of the case implementation effects.The last part was the experimental results,research summary and prospect.Through the analysis of the advantages and disadvantages in the research,we hope to carry out a more in-depth and comprehensive research on this basis.