Research On The Chemistry Teaching Practice Of The High School Based On Cultivating Students' Scientific Attitude And Social Responsibility Literacy

As the backbone of social development in the new era,high school students shoulder the burden of building the motherland.Their scientific attitude and social responsibility literacy are closely related to whether our society's technology is developed and whether the motherland's future is prosperous.The General High School Chemistry Curriculum Standard(2017 Edition)puts forward five core chemistry qualities after integrating the three-dimensional goals of knowledge and skills,processes and methods,emotional attitudes and values to ensure that students can achieve correct values,essential character and key abilities.Among them,scientific attitude and social responsibility literacy reflect the close connection between chemistry knowledge and science,technology,society and the environment.The formation of this literacy is also the inevitable goal of curriculum reform.Therefore,research on the scientific attitude and social responsibility literacy of contemporary high school students,Which can speed up the implementation of my country's chemical core literacy.The main research content of this article is to study the current situation of high school students' scientific attitude and social responsibility literacy.Based on the results of the survey,relevant teaching strategies are proposed and teaching practice research is carried out.First,the paper compiled a questionnaire(student volume)on the status quo of high school students' scientific attitudes and social responsibility literacy based on the literature method,taking the third middle school of Fuzhou City No.1 Middle School in Jiangxi Province,Lin chuan No.1 Middle School in Fuzhou City of Jiangxi Province and Guangxin Middle School in Shangrao City.The 300 students in the second grade of the senior high school were the subjects of the sample survey.Through the collection and analysis of the questionnaires,it was concluded that some students had problems with scientific rigor and safety awareness and lacked the enthusiasm for exploratory scientific attitudes.Although students have knowledge of environmental protection and have a strong awareness of environmental protection,there are still a few students who believe that chemistry cannot improve the living environment of humans,and there is a phenomenon that they are not active enough in social environmental protection practices;Furthermore,based on the results of the questionnaire and related pedagogy theory,three teaching strategies are proposed;Finally,take the inorganic non-metallic materials,environmental protection and green chemistry content of the compulsory high school chemistry textbook(2019 edition)of the People's Education Edition as an example,organically integrate the teaching content and the cultivation of "scientific attitude and social responsibility" for teaching design and teaching.Through practice and after-class visits,it concluded that students can recognize the importance of environmental protection and the wide application of inorganic non-metallic materials in people's lives,which enhances students' awareness of environmental protection and achieves better results in the cultivation of "scientific attitude and social responsibility".