Research On Problem-driven High School Chemistry Teaching Based On Core Literacy

In the context of the "Ordinary Senior Middle School Chemistry Curriculum Standard(2017)Edition" emphasizes the need to create real and valuable problem situations in teaching,and promote the comprehensive development of students' core chemistry literacy.As the curriculum reform progresses,the implementation of core chemistry chemistry into the chemistry discipline has become a research hotspot,and the creation of a teaching method for cultivating the chemistry discipline is also one of the concepts of the new curriculum standard.The problem-driven teaching and chemistry core literacy teaching philosophy coincide.It is an important teaching mode for innovatively cultivating the core literacy of chemistry,but in theory there is not much research on the combination of the two.In practice,it has been found that for a long time teachers have misunderstandings about classroom questions,the types of questions are single,and they are often inefficient.Therefore,carrying out problem-driven high school chemistry teaching research based on core literacy can effectively supplement theoretical shortcomings,and can guide middle school chemistry teachers to make better use of a series of effective questions in practice,allowing students to improve their knowledge driven by the problems,Ability and literacy.In the theoretical exploration part of this thesis,the literature research method,typical analysis method,etc.are used to analyze the core concepts and teaching theories of problem-driven teaching.The basic concepts and framework structure of "question-driven teaching" in chemistry are defined.The characteristics and design principles of problem-driven teaching in chemistry classroom teaching were analyzed;the relationship between problem-driven teaching and chemistry core literacy was explored in combination with the "love learning" model analysis;the four links of problem-driven integrated teaching were analyzed to construct the problem-driven innovation Model of five-step teaching.In the practical exploration section,the problem-driven classroom is divided into six types,and each type provides a specific case description.Combined with practical experience and school characteristics,taking two detailed and complete problem-driven classrooms based on chemical core literacy as "redox reaction" and "sulfur dioxide" as examples,from the understanding of advanced lines,driving problem lines,student activity lines and literacy The four main lines of development guide students to identify,locate,evaluate,apply,and reflect on problems,to become proficient and stimulate a new cycle of problems,so that the study of relevant chemistry knowledge is integrated into real problem inquiry,and in-depth disciplines Essence,internalize the knowledge system,appreciate the value of the discipline,and improve core literacy.Finally,based on surveys of core literacy levels in experimental and control classes,surveys of classroom learning,after-class interviews,and statistical statistics,it was found that the implementation of "problem-driven" teaching to students has improved their core literacy and problem awareness.And it can touch the class bypass,optimize and improve the students' chemistry learning ability.Based on this,the theoretical framework and practical process of designing problem-driven teaching are reflected and summarized.The research results have enriched the theoretical system of both problem-driven teaching and chemistry core literacy training to a certain extent,and can effectively guide high schools.Chemistry teachers implement problem-driven teaching to promote the cultivation of core chemistry chemistry and provide theoretical guidance and direction.