Practical Research On The "Literacy-based" Model Of High School Chemistry Problem Guidance

At present,the cultivation of students' core quality is widely concerned in the field of education.Core literacy has become a hot spot and trend in the era of information globalization.The education and teaching research based on the cultivation of core literacy of chemistry has become an important basis and goal of national and local education and teaching reform.China's education is now in the stage of promoting the new curriculum reform,and attaches great importance to the improvement and development of students' problem-solving ability and scientific inquiry ability.The Chemistry Curriculum Standards for General High Schools(2017Edition)clearly points out that chemistry teachers should pay attention to creating valuable and real problem situations in teaching.Therefore,problem-based teaching has become an important way to cultivate students' core literacy.High school chemistry courses pay more attention to the cultivation of problem-solving ability and comprehensive literacy.This study is a practical research on the teaching mode of problem guidance based on the core accomplishment of chemistry discipline,and elaborates the definition of the core concepts of "fit","problem guidance" and "core accomplishment of chemistry discipline" in detail.The author gives a detailed description of the hierarchy of objectives,the setting of effective questions and the analysis of students' situations.Under the guidance of constructivism theory,problem solving theory,zone of proximal development and Bloom's classification theory of educational objectives,the author constructed a "quality-oriented" teaching model of high school chemistry problem guidance,which consisted of five links: "problem solving,self-construction,deepening and extension,application and generalization".In addition,the core accomplishment of chemistry and the essence of traditional Chinese culture are organically integrated into the exercises of the application link.By the nature of the metallic sodium and oxides of sulfur and sulfur two specific details of the case teaching,application and practice of "the quality for this" high school chemistry question guiding teaching mode implementation procedure and implementation strategy,demonstrate how the problem of learning mode to cultivate students' ability to solve chemistry discipline problems,to carry out the core and the development of chemical literacy.The Achieving Fit Tool is adopted in problem-guided teaching.Taking "The Nature of Sodium Metals" as an example,it conducts research and statistics on the fit of "quality-oriented" high school chemistry problem-guided teaching design and teaching process as well as chemistry curriculum standards.Through analysis,it is found that the overall fit is high and the effectiveness of problem design is high.The empirical research and analysis are carried out from the students' questionnaire--subjective evaluation analysis,so as to understand the relevant situation of students' learning and teachers' teaching,and pave the way for the application of the designed cases into teaching practice.The development of students' literacy level is simply analyzed according to the examination of the new term examination,the post-test paper is designed to test students,and the data of the pre-test and post-test are analyzed and compared.Finally,through the interview of students,the practical teaching effect of applying the model of "question-guided learning" in chemistry class and the implementation suggestions of future teaching are understood.Based on the feedback from the practical teaching of problem-guided teaching,the author believes that the problem-guided teaching mode has a positive impact on the core accomplishment of chemistry discipline of students to some extent,promotes students' active participation in class,develops students' ability to solve problems,and improves students' performance in chemistry learning.At the same time,the author puts forward some suggestions and prospects for the "quality-oriented" teaching of high school chemistry problem guidance.