Research On Heterogeneous Teaching Design And Practice In The Same Class Of High School Chemistry Under The Core Literacy

In recent years,core literacy education has become a focus of research in domestic and foreign education circles.In order to implement core literacy and promote education and teaching reform,it is necessary to analyze the connotation of core literacy.At the beginning of 2018,the Ministry of Education issued the Chemistry Curriculum Standards for General Senior High Schools(2017 Edition),indicating the basic direction of teaching content and clarifying the comprehensive development ability that senior high school students should form after learning chemistry.According to curriculum requirements,in the chemistry classroom teaching,the subject of core literacy training is imperative,requires teachers to renew the idea of education,on the basis of the study of chemical subject core connotation of the literacy teaching design,set up scientific teaching goal,choose the appropriate teaching methods,organization and efficient teaching activity,stimulates the student to study the intrinsic motivation,Develop students’ comprehensive quality ability.The teaching content of "REDOX reaction" is one of the important core concepts in high school chemistry stage.It is the theoretical basis for students to understand the properties of substances and realize the mutual transformation of substances.It has a guiding role for students to learn knowledge of elements and compounds,and contains rich resources of core literacy.On the basis of analyzing the connotation of the core accomplishment of chemistry discipline,this study specifically analyzes the core accomplishment carried by the teaching content,and evaluates the students through the evaluation scale designed and compiled by myself,in order to understand the implementation of the core accomplishment.The content of this paper is mainly composed of the following five parts:The first part of the paper,the topic and the reason.Through the literature collation and analysis,the theoretical and practical significance of the research is proposed,and the concept of the core vocabulary is defined;The second part of the paper is a literature review.By expatiating the core literacy,the teaching design under the core literacy and the research status of the evaluation of the core literacy at home and abroad,the theoretical basis of this research is put forward to provide the corresponding theoretical guidance for the teaching design under the core literacy;In the third part of the paper,the application of chemistry discipline core accomplishment and the level of students’ chemistry discipline core accomplishment in the current front-line classroom teaching practice are understood by designing and issuing questionnaires.The reliability and validity of the questionnaires are tested to ensure that the results are as close as possible to the real results.On the basis of understanding the connotation of core accomplishment of chemistry discipline,taking the first class of "REDOX reaction" as an example,two heterogeneous teaching designs of the same class are designed and written,which have the same weight but focus on different dimensions of core accomplishment;The fourth part is the design,evaluation and calculation of the scale.First of all,the preparation process of the measurement scale is expounded.The design,structure,level division and scoring standards of the scale are clarified based on the interpretation of the core accomplishment of chemistry discipline and the in-depth understanding of the content and level division standards.Second,implement the assessment.In the process of classroom teaching practice in two experimental classes of a senior high school in Guizhou Province according to the designed teaching design,the assessment scale was used for prediction,pre-test and post-test,and the teachers and students were interviewed at the same time.Finally,the evaluation data are summarized and sorted,and the reliability,validity and other parameters of the evaluation data are calculated by SPSS21.0 software,and the results are analyzed;The fifth part is the conclusion and prospect of the research.Through the research,it can be concluded that the use of the teaching design in classroom teaching practice can cultivate the students’ core quality of chemistry discipline;The same teaching content,through the teaching design and practice focusing on different dimensions of core literacy,can promote students to achieve different core literacy.This study is expected to provide some theoretical and practical basis for pre-service chemistry teachers and current front-line teachers to fully understand and grasp the connotation of the current core accomplishment of chemistry discipline,as well as how to implement the core accomplishment so that students can truly achieve the accomplishment.In the later stage,we will continue to strengthen the interpretation and understanding of the core attainments of the chemistry discipline,mainly from the exploration of the core attainments contained in the teaching content,the design of teaching objectives,the scientific and rational design and compilation of the assessment scale and other aspects of further research.