Practice And Research On Teaching Design Of Chemical Equilibrium In Senior Middle School Based On Core Literacy

The core literacy of chemistry reflects the basic requirements of chemistry education under the socialist core values,which fully demonstrates the important value of chemistry learning for the future development of students.Chemical equilibrium is necessary for students to understand the principles of chemical reactions,which is an essential curriculum resource and carrier for cultivating the core literacy.This study counts and analyzes the 2015-2019 National College Entrance Examination Papers I,II,and III and finds there are many questions to test chemical equilibrium,especially questions about chemical equilibrium constant.Therefore,in accordance with the requirements of chemistry education in the new era,researchers should strengthen the chemistry equilibrium teaching research based on the core literacy."Chemical Reaction Limit" in compulsory part of high school chemistry is the beginning and foundation for students to understand chemical equilibrium,where students try to analyze the reaction process to establish an equilibrium state.And the "Chemical Equilibrium Constant" in the optional part is an important link for students’ study of chemical equilibrium from qualitative to quantitative analysis,and is a high-frequency point in examinations.Therefore,this research conducts practice and research on teaching design of chemical equilibrium based on core literacy,focusing on the "Chemical Reaction Limit" and the "Chemical Equilibrium Constant",which is aiming to make full use of this educational resource,explore how to better improve the core literacy in teaching,and propose effective teaching strategies to guide practice.In this research,the literature analysis method is used to investigate the current situation of the study.The author studies the high school chemistry equilibrium system and improves the original teaching designs in the textbook based on the core literacy.Next,the teaching designs are practiced,and the first and second grade students of three types of schools are selected as samples.The traditional and improved teaching classes are compared,and questionnaires are used to examine the effect of the teaching designs in this study on the cultivation of students’ core literacy.The results show that the high school chemical equilibrium teaching design based on the core literacy in this study has good effects and can effectively improve the core literacy of students in chemistry.Conclusions that are conducive to improving literacy derived from the research include: 1.Teaching design should take the development of the core literacy as the goal and theme.2.Create a real situation to make the course contextual.3.Teach based on progressive learning tasks.4.Promote the transformation of students’ learning styles.