Research On The Practice Of High School Chemistry Situational Teaching Based On Core Literacy

In the present century,the importance of talents is increasing to the development of a country.Countries around the world have successively put forward core literacy teaching concepts in order to better cultivate talents in the new century.my country's basic education curriculum has also undergone major changes.In 2017,the "General High School Chemistry Curriculum Standards" issued by my country clearly pointed out that in the classroom teaching process,teachers should pay attention to creating teaching situations and carry out classroom inquiry to develop students' core chemistry subjects,so as to promote students' thinking and ability.In the actual teaching process,using context as the carrier of knowledge and combining cognitive and emotional activities will help students transform their knowledge into abilities and provide a strong guarantee for the implementation of core literacy.This article analyzes the related literature in recent years and finds that the current research mainly focuses on how to cultivate students' core chemistry literacy and how to carry out situational teaching,but there are few researches on how to combine the two organically and apply them to actual classroom teaching to improve the quality of teaching.Based on the above-mentioned research background,This article carried out the "Research on the Practice of High School Chemistry Situational Teaching Based on Core Literacy",is aimed to make the core chemistry literacy better in actual classroom teaching.This paper first combs the research status of core chemistry and situational teaching,and focuses on the related requirements,as well as the needs of both situational teaching and core literacy.The relationship leads to the necessity of implementing situational teaching based on core literacy in high school chemistry teaching.Secondly,using teacher interview method and student questionnaire survey method to analyze the current situational teaching of middle school chemistry based on core literacy,it is found that the following problems currently exist:(1)Students lack understanding of the nature of chemistry learning,and do not really experience the joy of chemistry learning;(2)Teachers have heavy teaching tasks,fast teaching progress,and heavy teaching pressure,which makes it difficult for front-line teachers to have enough time to prepare and carry out situational teaching;(3)Teachers lack certain professional theoretical knowledge,even if situational teaching is carried out.Effectively implement the cultivation of students' core literacy.Then,in response to the above problems and refer to related theories,the situational teaching is proposed.Design ideas and integrate the specific teaching links of situational teaching to develop a four-dimensional teaching process of situational teaching from the perspective of core literacy,including: situational dimension-knowledge dimensionactivity dimension-literacy dimension,and organically integrate teaching goals and literacy goals,Allowing students to acquire chemistry knowledge at the same time the core literacy of the subject is also developed.The above teaching strategies provide a foothold for high school chemistry contextual teaching research based on core literacy.Finally,in order to test the timeliness of contextual teaching from the perspective of core literacy,the PEP compulsory Chapter 3 "Iron and Its Important Compounds" is used as a specific unit teaching case,and the first grade A and B students of Mianyang Middle School in Sichuan Province After analyzing the effects before and after the implementation,the following conclusions are finally drawn:(1)High school chemistry context teaching based on core literacy can greatly increase students' interest in chemistry learning,and can effectively promote the development of students' core chemistry literacy;(2)Based on The high school chemistry context teaching of core literacy can help students build confidence in chemistry learning and improve their academic performance;(3)The designed strategy is very beneficial to teaching,not only for the frontline teachers of high school chemistry can provide reference for effective situational teaching,and also provide new research ideas for the future "quality-oriented" high school chemistry teaching design.