Research On Reverse Teaching Design Of High School Chemistry From The Perspective Of Core Literacy

Chemistry Curriculum Standards for Ordinary Senior High Schools(2017 Edition and 2020 Revision)have been clearly states that chemistry teaching in high school should pay attention to the teaching reform under the information environment,pay attention to students' personalized and diversified learning and development needs,etc.And focus on developing students' core qualities.To put on the cultivation of the core,and teaching can not only pay attention to knowledge,should also be promoted to "core quality for this" education teaching,make students learn by knowledge of chemistry discipline to form the correct values,and has used have learned knowledge to solve actual problem ability,namely,that is to develop a good discipline core literacy.From the current high school chemistry teaching practice,the traditional teaching based on teaching objectives,teaching activities and teaching evaluation is difficult to meet the development demands of core literacy due to its shortcomings,such as the formation of teaching form focusing on knowledge instilling and neglecting ability and the single evaluation.However,reverse instructional design takes learning objectives as the starting point and teaching evaluation as the basis.Due to its emphasis on students' ability cultivation,instructional design has advantages such as diversified teaching forms and evaluation,which makes up for the shortcomings of traditional teaching and contributes to the cultivation of students' core qualities.Therefore,it is necessary to carry out research on reverse teaching design of high school chemistry from the perspective of core literacy.In order to explore how reverse instructional design can better implement core literacy,this paper adopts literature research method to analyze the connotation of core literacy,the concept and characteristics of reverse instructional design,the significance of reverse instructional design to implement core literacy and the practical application of reverse instructional design in other disciplines.Combined with the interview of the current situation of high school chemistry teaching design,the following problems are found:(1)Most teachers focus on their own experience in teaching design,and little is involved in the cultivation of core literacy.Moreover,it is difficult to implement core literacy in practical teaching due to the disproportionate rate of admission to higher education in learning knowledge teaching tasks and other factors;(2)Teachers have little understanding of reverse instructional design and have never put it into practice.Based on this,this study constructed a reverse teaching design template for high school chemistry,and selected Section 3 of Chapter 3 of the four elective principles of chemical reactions in high school of PEP edition.Taking two parallel classes(one is the control class and the other is the experimental class)of a high school in Tian Shui city as an example,the reverse teaching design is carried out and its effect is analyzed.The research has drawn the following conclusions:(1)Reverse instructional design provides a new way of thinking for the cultivation of core literacy;(2)It has achieved the predetermined goal of core literacy and achieved good teaching effect;(3)It arouses students' enthusiasm for classroom participation and fosters students' ability of knowledge construction.Based on the research of reverse instructional design in this paper,it is found that reverse instructional design has a certain practical significance to change the current situation of high school chemistry instructional design and implement the core accomplishment.It also can provide corresponding reference and reference for middle school chemistry teachers in instructional design.