A Case Study On The Implementation Of Chemistry Disciplinary Core Literacy In A Key High School Chemistry Teachers In Chongqing

The goal of China's chemistry curriculum is to cultivate students' chemistry disciplinary core literacy,and the formation of students' literacy is inseparable from classroom teaching.How do chemistry teachers implement the core literacy training of the subject? What are the factors that affect teachers' implementation of core literacy training in chemistry? What difficulties did teachers encountered in the process of implementing the core literacy of the discipline? These are the problems that need to be solved.This paper sorts out the current research achievements related to the core literacy of chemistry and its teaching.A three-month case tracking study was conducted on five high school chemistry teachers in a key middle school in Chongqing.The thesis uses classroom observation,classroom teaching record analysis,teacher interviews and other methods to study the current status of case teachers' implementation of core literacy in both quantitative and qualitative aspects.Quantitatively,the chemistry classroom observation scale for this study was formulated using the "Quality-based " One Core,Four Dimension " Chemistry Classroom Teaching Evaluation Index System" constructed by Sun Xu and others.Qualitatively,by collecting classroom teaching videos of 5 case teachers and transcribing text,combining the results of classroom observations and teacher interviews,analysis the current situation and influencing factors of individual teachers' implementation of chemistry disciplinary core literacy.The results of the study show that teachers' daily teaching focus on the implementation of literacy,the implementation of core literacy training in the chemistry discipline is not balanced,the teacher's chemistry discipline is not well understood,and the "integration of teaching evaluation" flows in the form,the implementation of literacy in teaching is related to the teaching age,academic qualifications,training resources and student level.With long teaching years,high academic qualifications,abundant training resources and high level of students,teachers' overall implementation of core literacy training in chemistry is relatively good.Good teachers have suchcharacteristics as good understanding of chemistry,rigorous thinking of chemistry and excellent classroom teaching ability.Finally,some concrete suggestions are put forward for high school chemistry teachers to carry out the cultivation of discipline core quality: teachers should strengthen learning and understand the teaching connotation of "literacy-based";teachers should strengthen chemistry discipline understanding and enhance teaching practice ability;teachers should strengthen teaching reflection,Schools should carry out more literacy-based teaching and research activities.