Research On Application Of POE Teaching Strategy Of High School Chemistry Based On Key Competencies

POE(Predict-observe-explain)teaching strategies are widely used in the teaching of chemistry,biology,and physics experiments.The 2017 version of the general high school curriculum standard proposes to adopt appropriate teaching strategies for cultivating the core literacy of students.POE teaching strategies help organize students to carry out exchanges and cooperation activities.Not only that,but the existing research also believes that it is helpful to cultivate students’ core literacy and improve students’ learning ability.However,there is currently a lack of empirical research on POE teaching strategies in China.Starting in 2020,new high school chemistry textbooks have begun to be used on a large scale in middle schools.Under the new concepts and new textbooks,how the POE teaching strategy can play a role in core literacy teaching is a question worthy of attention.This article first uses the literature research method to sort out the research background;then uses teacher survey questionnaires and teacher interviews to understand the current situation of the application of core literacy-based POE teaching strategies,analyze existing problems and causes;finally,refine the teaching design principle,select the content of "element cycle law" for teaching design,and use the educational experiment method and educational statistics method for applied research.This article is divided into six parts.The first part is the introduction,which mainly elaborates the significance of the POE teaching strategy in the context of core literacy research and the current research status at home and abroad,and determines the research purpose,content and methods of this article.The second part is the definition of related theories and concepts.The third part is the preparation,measurement and analysis of survey tools.Through teacher questionnaires,we understand the application status of core literacy-based POE teaching strategies,and then through teacher interviews,it is found that there are mainly three problems in the following aspects:(1)Teachers’ application concept of POE teaching strategy is not enough to keep pace with the times(2)teachers have weak awareness of the application of POE teaching strategies(3)teachers’ cognition of POE teaching strategies is limited.The fourth part is teaching design principles and teaching design cases.It discusses the teaching design principles of POE teaching methods for applicable content in the context of core literacy,and the teaching design of the content in the "element cycle law" unit.The fifth part conducts educational experiments on two classes with the same level of ability and knowledge base.The result analysis shows that the chemistry core literacy level of students has been improved to varying degrees,among which the "macro identification and micro analysis" literacy has improved significantly.At the same time,the POE teaching strategy student questionnaire was distributed to the students in the experimental class,and it was found that students have a high degree of recognition of the POE teaching strategy.The sixth part of the research conclusion,reflect on the deficiencies in the study.Through investigation and research,combined with the core literacy teaching philosophy of chemistry,the core literacy-based POE teaching application strategies are summarized:(1)focus on giving full play to the dominant position of students,leaving students with sufficient time for thinking;(2)focusing on the creation of situations and actively developing problems Inquiry-based teaching;(3)Organize communication and discussion activities in the links of prediction,observation and interpretation,and focus on cultivating students’ comprehensive abilities.I hope this research can be useful for frontline teachers.