Teaching Experiment Research On Improving Senior High School Students' Chemistry Core Literacy From The Perspective Of Student Participation

From the perspective of "student engagement ",this study explores the influence of"student engagement " on "chemistry core literacy" and the internal relationship and correlation between them through teaching experiment research.First of all,according to classroom observation and interview,the promotion strategy from the perspective of student participation was put forward.Two parallel classes of senior one(15)and senior one(16)of a provincial demonstration high school in Shiyan City,Hubei Province were selected as the research objects.The experimental class and control class were set up.The experimental intervention of "student participation" was carried out in the experimental class,and the effect of the independent variable "student participation" on the dependent variable "chemistry discipline" was observed The influence of mental quality.According to the NSSE survey scale and the core literacy system proposed by OECD,UNESCO,EU,the United States and other organizations and countries,referring to the "core literacy of Chinese students' development" and "chemistry curriculum standard for senior high school(2017 Edition)" issued by the Ministry of education of China,and combined with the actual classroom observation,the "survey scale for students' participation in senior high school chemistry classroom" and "the questionnaire for students' participation in senior high school chemistry classroom" were developed?High school students' chemistry core literacy survey scale,using the scale to investigate the experimental class and the control class,comparative analysis of the development of the experimental class and the control class,as well as the five dimensions of the score and difference test,to verify the proposed strategy.Finally,the final chemistry academic level test is used to test,and the scores of the experimental class and the control class are further compared and analyzed from the perspective of chemistry academic level.What is the internal relationship between students' participation in high school chemistry classroom and the core quality of chemistry?Can we promote the improvement and development of senior high school students' chemistry core literacy by improving students' participation?How to promote students' participation in education and teaching,so as to improve the core quality of chemistry?Three core issues,through questionnaire survey and experimental research.This study is divided into five parts:the first part is an overview of the research topic.The second part is literature review,which clarifies the core concepts of "student participation" and "core literacy of Chemistry",summarizes and compares the research related to this study.The third part is the development and test of research tools.It describes the development process of research tools,the division of dimensions and the construction of the scale,and analyzes the reliability and validity of the two scales.The fourth part is the teaching experiment research of high school students' chemistry core literacy from the perspective of student participation,puts forward strategies for teaching experiment research,and makes a comparative analysis of the experimental class and the control class from the aspects of student participation,chemistry core literacy and final chemistry academic level test results,so as to explore the influence of the improvement of "student participation" on "chemistry core literacy" And the internal relationship and correlation between them.The fifth part is the conclusion and discussion.The results of this paper are as follows:1.After the "student participation" experimental intervention in the experimental class,the "student participation" of the experimental class was significantly higher than that of the control class,achieving the experimental intervention effect.The "chemistry core literacy" of the experimental class was significantly higher than that of the control class."Student participation" has an impact on the higher level of "chemistry core literacy",and has a greater impact on the lower level.2.The scores of the experimental class and the control class in the five dimensions of chemistry core literacy are basically the same,the scores of the low-level literacy are higher,and the scores of the high-level nutrition are lower.In the high level of literacy,the experimental class students scored higher than the control class.In the low level of literacy,there is no significant difference between the experimental class and the control class.3.The result of chemistry academic level test in the experimental class was significantly higher than that in the control class.The test questions of academic level include five dimensions of the core literacy of chemistry,which shows that after the experimental class joins the "student participation" experimental intervention,it has a significant impact on the score of the test questions related to the core literacy of chemistry.4."Behavior participation" can be easily improved by creating situational experimental teaching and checking knowledge list,but it can only improve the low-level literacy of "macro identification and micro analysis" and "evidence reasoning and model cognition"."Cognitive participation" can be improved through cognitive conflict between new and old knowledge,logic training,mind map and other strategies,but the effect is not significant.Educators need to take a variety of strategies to resonate with students in the ideological and cognitive level.The improvement of students' cognitive participation has a positive impact on the low and high level of literacy,such as "evidence reasoning and model cognition","macro identification and micro analysis","change concept and balance thought".We can pay attention to students' cognitive participation in daily teaching."Emotional participation" has achieved good results by means of current affairs emotional education and language humor to encourage teaching,but it has little effect on improving the core literacy of chemistry.The cultivation of "emotional participation" is not overnight,nor should it be too much or too frequent,otherwise it will arouse students'antipathy and should be moistened in silence.The cultivation of high-level literacy is the key and difficult point of high school three-year teaching,which needs long-term patience.