Practical Research On Cultivating The Core Competency Of Chemistry In The Teaching Of Elemental Compounds

Science and technology have been constantly involving after enters to the 21 st Century.While the society having a tremendous change,the human resource markets are having more ability requirements for the job hunters.What kind of quality students need to have to adapt to the development of society in the new century? What kind of ability can contribute to the development of the society? These are most important questions for the education departments of almost all countries.According to the target of fostering virtue through education,the education of chemistry of senior high school should focus on the formation of core competency of chemistry for the students.The knowledge of elements and compounds is the core content of high school chemistry and plays an important role to cultivate the core competency of chemistry in high school.This paper will take the two kinds of elements and compounds as an example to carry out teaching practice based on the core competency of chemistry.This paper elaborated the underlying means of core competency of chemistry and the relevant pedagogical theories from the perspective of domestic and international after the analysis of literature.It took the questionnaires and interviews to get what core competency of chemistry subjects could be strengthened and the pre-concepts of students for knowledge of elements and compounds before the start of the teaching practice,and designed two courses based on theory of constructivism,recently developed regions and PBL,which take the real word problems as the background,problem solving as the clue and team work to explore the new knowledge.The students gradually learned on how to get the knowledge by solving of problems,get the new knowledge by themselves and get the core competency of chemistry during the teaching practice.The students are divided to two groups during the teaching practice,the experimental group adopts the new designed courses above,while the control group adopts the conventional courses.After the teaching practice,classroom observation,interview and data analysis were used to compare the difference between the experimental group and the control group.The results showed that the experimental group had higher chemistry enthusiasm and more solid knowledge of chemistry than the control group.The core competency of chemistry in the experimental group was obviously better than that in the control group.The students have a stronger sense of cooperation and innovation,initially formed the concept of independent learning and lifelong learning during the new designed courses.