Research On Construction And Practice Of Classroom Observation Mode Based On Chemical Core Literacy

The 2017 edition of high school chemistry curriculum standards clearly states that the core literacy of high school chemistry is an important part of the development of high school students' core literacy,which is a key element in the implementation of the goal of cultivating people with morality.Therefore,it is of great practical significance to improve students' core literacy in high school chemistry classes.The implementation of core literacy in the classroom puts forward higher requirements for teachers' professional development.Classroom observation is a sort of mode to improve classroom teaching and promote teachers' professional development by establishing professional cooperation,making classroom observation scale according to observation points and implementing it according to certain procedures,which can make the chemistry core accomplishment "visible".This study attempts to build a classroom observation model with the theme of chemistry core literacy by means of classroom observation,establish a cooperative community,conduct practical classroom observation activities and give feedback,in this way can the students improve their ability and quality and teachers promote their professional development.In order to promote students' chemistry core literacy through class observation,on the base of reading literature,comb the development process and define the concept of the keywords“classroom observation”and “chemical core literacy”,construct the mode of classroom observation that takes chemical core literacy as the core,firstly integrate the core literacy into the classroom observation program,and then extract the key elements of five dimensions in the chemistry core literacy,from which partition 4 levels of students' literacy behaviors,and expounds the production method of observation scale based on thechemical core literacy;in the process of the implementation of classroom observation activities,“factors influencing the chemical equilibrium”,“salt hydrolysis”and“battery” three classes are taken as examples,excavate the chemical core literacy in the textbooks,clear the literacy which is considered as the observation point,make classroom observation scales,presuppose students' behaviors from 4 levels of dimension as observation point and teachers' behaviors according to the teaching design,and implement followed the programs of the conference before class,observation in the class and after-class conference in experimental class,then analysis,summarize and feedback the completed questionnaire;the students in the experimental class and the control class were tested on exercises about the core literacy,analyzing the core literacy contained in the exercises and drawing conclusions on the basis of accuracy.By analyzing the cases,we have found that students' literacy level of “macro and micro analysis”,“evidence reasoning and model recognition”,“scientific inquiry and innovation consciousness”improved as the classroom observation activities,teacher's consciousness of cultivating students' core literacy enhanced and behaviors,such as asking questions,guiding,evaluation,which can help students form literacy behaviors increase gradually,showing that classroom observation activities contribute to promote students' chemical core literacy.By analyzing the test results of the core literacy of the students in the experimental class and the control class after classroom observation,it is concluded that the correct rate of the students in the experimental class is higher,which reflects that the students in the experimental class are better at analyzing problems than the control class and have obvious advantages in the core literacy.Combined with the case analysis of classroom observation and the analysis of test results of exercises,the following research conclusions are drawn:(1)Diagnosing the literacy behavior of teachers and students through the implementation of classroom observation activities,students' chemistry core literacy got promoted;(2)Teachers form professional cooperative bodies for communication and sincere cooperation,which is conducive to the professional development of teachers;(3)Cultivating students' chemistry core literacy and mastering knowledge are not in conflict,but mutual assistance.