A Study Of Teaching Design Based On Key Competencies Of Chemistry

Based on the nature of chemistry,the 2017 edition of “the Course Standard of Chemistry for Senior High School” has condensed the key competencies of chemistry,which,by integrating the three-dimensional objectives of knowledge and skills,process and method,as well as emotional attitude and values,guided by themes,puts the teaching curriculum in real situations,making the implementation of the key competencies promoted.Teaching design is a systematic planning of teaching system,which aims at making reasonable arrangements of teaching resources and procedures.To make an excellent one,teachers should make the teaching design suitable for both students and the class itself,according to the textbooks and the Standards;besides,the specific situations of schools and students' abilities and differences should also be considered.Currently,the key competencies of disciplines and daily teaching activities are somehow disconnected from each other,as cramming method of teaching still exists,which leads to the students' weaknesses such as knowledge being unrefreshed and thinking ability being not high enough,especially in the aspects of the views of changing,equilibrium,and scientific research.To solve this problem fundamentally,the teaching design should be based on the key competencies.At the beginning of curriculum design,we should fully consider the implementation of key competencies in the class.Only by combining the specific design of key competencies with teaching objectives,teaching content and teaching processes,can we really make the key competencies rooted in the class.This study mainly uses the methods of literature review,questionnaire survey,interview,case study,classroom analysis and so on,sorting out the researches of key competencies,investigating the level of students' subject key competencies development,and analyzing the reasons behind.And then the paper puts forward some teaching design plans based on the front-line teachers' understanding of subject key competencies.Taking “halogenated hydrocarbon” as an example,this paper explains a specific teaching case,carries out a classroom practice research,and verifies the feasibility of the teaching design scheme based on the key competencies of the subject.This paper consists of six parts.The first part is the introduction,using the literature method to learn and study the relevant researches on the key competencies and teaching designs of chemistry by experts and scholars at home and abroad in recent years.Based on this theory,the research of this topic is carried out.The second part is the basic concepts and theoretical bases,which mainly analyzes the connotation,structure and characteristics of key competencies,chemistry key competencies and teaching designs.Besides,it also amplifies the theoretical basis of the research.The third part is the compilation,implementation and analysis of the survey tools.By doing the questionnaire survey,we analyze the development of students' key competencies.By interviewing,we get to know the front-line teachers' understanding and views on key competencies.The results go like this: at present,high school students have a high level in “macro identification and micro analysis” and “scientific spirit and social responsibility”,while the level in “evidence reasoning and model cognition” and “experimental exploration and innovation consciousness” is relatively low.Currently,the front-line high school chemistry teachers' understanding of the key competencies is quite different,and the understanding levels also have some differences.Hence,the teaching based on new curriculum concept needs to be further implemented.The fourth part is the teaching design scheme based on the key competencies of chemistry: First,understand the development level of students' literacy,and formulate clear teaching objectives.Second,put emphasis on the function of situational teaching,and create a good and appropriate problem situation.Third,grasp the rhythm of the teaching,and add connected teaching steps.Fourth,develop high-level chemistry thinking,and design progressive deep learning.Fifth,break the traditional classroom teaching,and carry out a variety of learning methods.Sixth,pay attention to the overall planning of teaching design,and promote the integration of teaching,learning and evaluation.Based on the above scheme and “halogenated hydrocarbons”,the fifth part explains the specific teaching design case which is based on the key competencies of chemistry.By carrying out the teaching practice,using the classroom observation method and comparative analysis method,and having test questionnaires to test the effect of classroom practice,the results show that the teaching design based on the key competencies of chemistry can improve the level of students' key competencies.The sixth part is the research conclusion and reflection.It summarizes the research results,and reflects on the shortcomings of the author and the classroom research,so as to provide some reference experience for peers.