Research On Generative Teaching Practice Of High School Chemistry Classroom Based On Core Accomplishment

In the context of diversified talent needs,the Ministry of Education formally promulgated the general high school curriculum standards in 2018.The standards point out that general high school education should further improve the overall quality of students and focus on the development of students’ core competencies.Senior high school chemistry class is an important position for the implementation of high school curriculum.How to practice the core competencies of students in class teaching has become an important topic for frontline chemistry teachers.Generative teaching emphasizes teaching by students,through creating a good class environment to show students’ thinking development,discovering and solving problems in teacher-student,student-student interaction,so as to realize students’ autonomous construction,and fully reflect the students’ ability in class learning.The main body status is very consistent with the connotation of the new curriculum concept.Through the literature research on core competencies and generative teaching,the author finds that there are rich research results,focusing on strategic plans,relatively few class practices,especially the lack of research on the organic combination of core competencies and generative teaching.Therefore,it has very important practical significance to carry out the research on the generative teaching of high school chemistry class based on core competencies.First of all,based on the current research situation,the author conducted a student questionnaire survey and teacher interview surveys on the current situation of high school chemistry class teaching,and found that the current outstanding problems in high school chemistry class teaching are:(1)the teacher’s teaching focus is different from the actual needs of students;(2)class teaching has not occurred Essential changes;(3)the level of understanding and implementation of core competencies is low;(4)the lack of generative teaching.At the same time,the cause of the problem is analyzed,which mainly comes from the serious tendency of examination-oriented education and the one-sided pursuit of teaching efficiency.Secondly,combined with the survey facts on the current situation of high school chemistry class teaching,under the guidance of constructivism theory,knowledge-discovery learning theory,and humanism theory,from the perspective of teachers,the implementation strategy of high school chemistry class generative teaching based on core competencies is proposed.: 1.Change the focus of teaching to teach students by learning;2.Based on cultivating the core competencies of students,carefully preset and lead generation;3.Create a class environment of equal dialogue,develop students’ core competencies,and realize generation;4.Reflect in time after class,learn from each other,and perfect the generation.Based on the previous research results again,the author conducted a generative teaching practice based on core competencies in high school chemistry classes.Combining the characteristics of the chemistry discipline,this article shows three different types of generative teaching cases of basic concept courses,experimental exploration courses,and chemical expression courses as references,and clarifies their characteristics.At the same time,the practical effect is studied from three aspects,namely,generative teaching progress analysis,student performance analysis,and effect questionnaire survey results analysis.The research results show that the development of generative teaching in high school chemistry classes has good timeliness and can improve the development of students’ core competencies.Finally,a comprehensive summary of the research results of this research,while reflecting on the research deficiencies.