The Practical Research Of "Macro Identification And Micro Analysis" In High School Chemistry Teaching

With the development and implementation of a new round of curriculum reform,the basic education reform based on core literacy is implementing at present.The implementation of core literacy should rely on specific disciplines.Therefore,the implementation of chemistry core literacy is particularly important in the chemistry teaching.This study mainly selects the content of literacy based on macro identification and micro analysis as a research object to carry out teaching case design and teaching practice.The study includes five parts.The first part is the introduction,which introduces the reason of selecting the topic,the purpose and the significance of the research,and explains the object and method of the research.The second part is the definition of the important concept and the explanation of the theoretical basis.This paper analyzes and defines the concepts of core literacy and chemical core literacy.According to the literature research,It is found that domestic scholars generally attach more importance to theory than practice in the study of chemical core literacy.Through the study of the basic principles of pedagogy,the constructivism learning theory and cognitive development theory are determined as the theoretical basis of this research.The third part is the construction of teaching model and the development of teaching case.Through the theoretical construction of the teaching mode of macroscopic identification and microscopic analysis,the basis and scheme of instructional design are formulated.Combined with "Ion reaction" and "Redox reaction",according to the macro identification and micro analysis literacy requirements for teaching design and practice.The fourth part is the result analysis.In order to test whether the results are valid,this study evaluates the teaching effect based on the analysis of students' test scores,teacher interviews and the questionnaire of students in the experimental class.The fifth part is the research shortage,the research suggestion and the future prospect.Through this study,the conclusions follows as:First,based on the identification of macro and micro analysis of literacy teaching practice can help students improve chemical learning motivation and students' chemistry scores.Second,based on the real situation of teaching design can stimulate students' learning enthusiasm and classroom participation in the process of teaching.Therefore,Front-line teachers should pay attention to the introduction of real chemical situations and strengthen experimental teaching in teaching practice.The cultivation of core quality is gradually implemented in the classroom.