Practice Research On Chemistry Teaching Of Senior Two Based On H+STEM

In order to be in line with the 21st century international talent training goals that point to the core literacy,a framework of Chinese students' core literacy system was constructed based on our national conditions.Cultivating students' core literacy based on subject content is an urgent issue for scholars and educators to solve jointly.In September 2019,the National Education Conference clearly pointed out that it is necessary to focus on cultivating innovative,inter-disciplinary and application-oriented talents,and integrate Morality Education throughout all fields of education.STEM education is the organic integration of science,technology,engineering and mathematics,which is conducive to cultivating students' key abilities for adapting to the future and undertakes the major task of enhancing national competitiveness.As a bridge connecting natural science and humanities,the history of science can help students form humanistic values in the process of science learning.Therefore,applying the STEM concept which absorbs history of science to chemistry teaching is corresponded with the training goals of core literacy.Mainly research methods included literature analysis method,interview method,experiment method and data statistics method were adapted in this study.Firstly,on the basis of consulting a large number of literatures,the research status of STEM education and history of science at home and abroad were sorted out,and “STEM education theory”,“situational cognition theory”,and “new humanist viewpoint of education in science”were proposed as the theoretical basis of this research.Based on the above literature analysis,on the basis of previous researches,the application of STEM concept which absorbs history of science in chemistry teaching of senior two was proposed,that is,the chemistry teaching of senior two based on H+STEM,and combined with the existing research results and the characteristics of this research,two core concepts of“history of science” and “H+STEM” were defined.Secondly,in order to understand the implementation status of STEM and history of science in high school chemistry teaching and high school students' application of interdisciplinary knowledge,interviews were conducted on some high school chemistry teachers in a certain city,and the results of the interviews were analyzed to provide a realistic basis for this research.Then,the characteristics of chemistry teaching based on H+STEM were analyzed under the guidance of STEM education philosophy and core literacy goals system,and the chemistry teaching strategies of senior two based on H+STEM were proposed in reference of the corresponding high school chemistry teaching status.Finally,the chemistry teaching cases of senior two based on H+STEM were developed and two parallel classes of the practice school were selected for teaching practice.After the teaching practice,the teaching effect was analyzed and evaluated by study performance analysis,core literacy performance evaluation and after-class interviews.Practice in this study proved that students had higher acceptances of chemistry teaching in senior two based on H+STEM.The implementation of chemistry teaching in senior two based on H+STEM can improve students' chemistry learning performance,learning enthusiasm and practical abilities,and was conducive to the development of students' core literacy.This study was expected to provide ideas for the cultivation of students' core literacy.