Research On The Construction Of Chemistry Context Teaching Model

Basic education students only to consolidate the "double-base" has failed to keep pace with the rapid social development,in order to make students can effectively solve complex problems in the future life and adapt to unpredictable environment,meet the needs of the lifelong development and social development,into the reform of elementary education through the unceasing development of students "core literacy" era.In 2018,the "chemistry curriculum standards for ordinary high schools(2017 edition)" issued by the ministry of education proposed that chemistry situational teaching is one of the important ways to implement students’ core accomplishment in chemistry.In essence,situational teaching is a kind of model cognition,that is,model method is adopted in teaching situation processing.There is a certain distance between the real events in reality and classroom teaching,which requires teachers to remove the coarse and extract the fine,and to remove the false and retain the true.Based on the analysis of a large number of literature and teaching cases,this study extracts four elements of situational teaching model: scene,core subject problem,thinking progression and value clarification.On this basis,the relationship between the core elements is established,and the hypothesis of chemistry situational teaching model is preliminarily established.Seek expert opinions through written interviews to build models;Through group interview,the cognitive function of the model in evaluating situational teaching is preliminarily tested.Chemical situational teaching model is a bridge between the theory and teaching practice of situational teaching.As a research at the sub-theoretical level,it is of generality and universality.This situational teaching model provides an operational technical route for the more effective implementation of situational teaching and the implementation of the education of chemical core literacy.