Teaching Practice Of Information Technology Auxiliary Element Concept Guided By Discipline Core Literacy

The basic idea of the curriculum of General Senior High School Chemistry Curriculum Standard(2017 Edition)mentioned that teachers need to focus on developing students' chemistry discipline core literacy,carefully selecte the content of chemistry courses,guide students to form the core concepts of chemistry,and give full play to the overall educational function of the chemistry curriculum.Elements are the starting point for people to understand the structure,properties and changes of matter.Elemental concept,as one of the important components of basic chemical concepts,is a deep understanding of matter and its chemical changes from the perspective of elements.Information technology assists the construction of element concepts,which can create an intuitive teaching situations,stimulate students' learning interest,help students understand teaching content,promote the construction of element concepts,and develope students' chemistry discipline core literacy in the process.This article summarizes the related research on “chemistry discipline core literacy”,“information technology” and “element concept”,and sorts out the teaching content of element concept in the compulsory textbook for senior high school chemistry according to the curriculum standards.According to the meaning of element concept,this part of the teaching content is divided into three levels: “Element and Atom Structure”,“Element and Matter” and“Element and Chemical Reaction”.Aiming at the problems in the three-level teaching process,five teaching strategies for the construction of information technology auxiliary element concept guided by discipline core literacy are proposed: “Combining macro and micro perspectives,triggering cognitive conflicts”,“Meticulously designing problems,analyzing the nature of reasoning”,“Designing research experiments,cultivating innovative consciousness”,“Building cognitive models,optimizing thinking frameworks”,and “Creating teaching situations,clarifying social responsibilities”.During the teaching practice,the teaching strategies of information technology auxiliary element concept guided by discipline core literacy were applied to the teaching practice,tested and analyzed the practice results by observing the learning situation of students from multiple perspectives,such as student classroom performance,student after-school surveys and interviews,and teacher interviews,to verify the practicability of this research.It is hoped that this paper will provide some reference value for teachers' teaching and research practice.