Research On The Core Literacy Of High School Organic Chemistry Oriented By "Problem Solving"

In the "Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Lide-Cultivation" issued by the Ministry of Education in March 2014,the term "core literacy" has been mentioned many times as a key concept.In recent years,chemistry has played a pivotal role in school education,especially in the science education system,and organic chemistry,which focuses on the material basis of human survival and development,is an important part of promoting the development of core literacy.In contrast,the existing organic chemistry teaching In practice,my country's core literacy education has a long way to go.In the actual teaching process,problem solving can provide development motivation for the improvement of learners' core literacy in organic chemistry.This study "problem-solving oriented high school organic chemistry core literacy" as the topic,trying to use the literature review method,interview survey method and empirical evaluation method to find out the basic elements affecting the high school students' organic chemistry core literacy,and on this basis,through the introduction of "problem solving" oriented teaching method,from the "functional group identification and chemical bond analysis"" "Material transformation and synthesis analysis","organic experiment exploration and reflection","organic inference model cognition" and "organic value consciousness" are five aspects to cultivate students' chemical core literacy.It can provide valuable reference examples for the development of middle school students' organic chemistry core literacy.Through the research,the following conclusions are drawn.First,the core literacy of organic chemistry of high school students in the area where the author is located is at a moderate level.Specifically,according to the results of calculation and analysis,the current organic chemistry core literacy of high school students in this area is 3.57 points(total score of 5 points),which is basically at a lower-middle level.The follow-up needs to adopt appropriate teaching strategies.Improve this situation.From a gender perspective,boys and girls have basically the same scores on core literacy in organic chemistry.Analyzing the results of the evaluation statistics shows that in the dimensions of functional group identification and chemical bond analysis,substance transformation and synthesis analysis,organic inference model cognition,organic value consciousness,the scores of boys and girls are basically the same,and single-factor analysis of variance There is no statistically significant difference afterwards.Only in exploration and reflection on organic experiment,boys score higher than girls' scores,and there is a statistically significant difference between the two.From the point of view of grade,students of different stages have different scores of organic chemistry core literacy,and there are significant differences in correlation.The three grades of students have basically the same scores in terms of functional group identification and chemical bond analysis,organic value consciousness,and there is no statistical difference.There are significant differences among the three grades in terms of substance transformation and synthesis analysis,organic inference model cognition,exploration and reflection on organic experiment.The scores of students in the third and second grades are often higher than those in the first grade,and most of them have statistics.The difference in meaning.From the perspective of family environment,there are certain differences in the development level of organic chemistry core literacy among students from different family backgrounds.According to the evaluation situation,there is a big gap between students from urban,urban and rural backgrounds in functional group identification and chemical bond analysis,substance transformation and synthesis analysis,organic inference model cognition,exploration and reflection on organic experiment,and they have gone through single-factor analysis of variance.After that,there is a statistical difference.Students born in cities and towns generally score higher than students whose family environment is rural.In terms of the time spent on learning organic chemistry every day,there are differences in the level of development of the core literacy of organic chemistry among students with different time allocations.Specifically,according to the results of this evaluation and analysis,when students are learning organic chemistry,different time arrangements will have a direct impact on the dimensions of substance transformation and synthesis analysis,organic inference model cognition,and they will interact with each other.There is a statistically significant difference.Second,the use of problem-solving teaching strategies can improve the core literacy of organic chemistry of high school students.From an overall point of view,through the implementation of a round of problem-solving teaching strategies in the experimental class,the overall average score of the experimental class is higher than that of the control class.The average score of the experimental class is 3.89 and the average score of the control class is 3.57.The average score is improved overall 0.32points.From the perspective of sub-dimensions,problem solving can improve the core literacy of organic chemistry of high school students in four aspects:functional group identification and chemical bond analysis,substance transformation and synthesis analysis,organic inference model cognition,exploration and reflection on organic experiment.There is no direct influence on this aspect of organic value consciousness.It is worth noting that although problem solving can improve the level of functional group identification and chemical bond analysis in terms of scores,through further analysis,it is found that there is no significant difference between the experimental class and the control class in this dimension.Therefore,on the whole,in the organic chemistry learning process,the introduction of problem-solving teaching strategies can improve the development of the core literacy of high school students in organic chemistry,and this effect is mainly through improving learners' ability in substance transformation and synthesis analysis,organic inference model cognition,exploration and reflection on organic experiment are achieved at the level of three aspects.This study mainly discusses the core literacy of senior high school students in the process of solving organic chemistry learning problems,which is conducive to deepening the cognition of problem-solving in the application of chemistry teaching,and provides case reference for the teaching design,activity arrangement and project development in the follow-up specific quality education practice process.It can promote the overall development of students' cultural quality and educational literacy on the basis of the original teaching objective of emphasizing subject knowledge and professional ability.