Research On High School Chemistry Teaching Practice Based On Scientific Literacy ——Taking The Study On The Properties Of 84 Disinfectant As An Example

The “Outline of Action Plan for National Scientific Literacy(2021-2035)” issued by the State Council pointed out that scientific literacy is an important part of national quality.Under the background of “double reduction”,the cultivation of scientific literacy falls more on the shoulders of school education.The research of high school chemistry teaching practice based on scientific literacy can improve students' ability to learn chemical knowledge,and enable students to apply the learned chemical knowledge to practice.At the same time,it can obtain direct experience through personal practice,promote students to have a correct understanding of the relationship between chemistry and society and life,and cultivate students' scientific attitude and scientific spirit.The purpose of this research is to optimize the teaching of high school chemistry through the research of high school chemistry teaching practice based on scientific literacy,improve the teaching quality of senior high school of B in city A,and provide reference for front-line teachers in high school chemistry teaching practice based on scientific literacy.This study firstly used the literature survey research method to sort out the research on scientific literacy at home and abroad and the research status of scientific literacy in chemistry education at home and abroad.The key words "scientific literacy" and "chemistry core literacy" are defined,and the relationship between scientific literacy and chemistry core literacy and the significance of cultivating students' scientific literacy for the development of students' chemistry core literacy are analyzed.The theoretical basis of this study is expounded.Secondly,a questionnaire survey was conducted on the current situation of high school chemistry teaching based on scientific literacy in senior middle school of B in city A,and the data of the results of the questionnaire survey was analyzed by software SPSS27.0.Through the questionnaire survey,it is found that(1)In the education of scientific knowledge,the implementation of high school chemistry teaching based on scientific literacy in high school of B in city A is not optimistic,and requires the joint efforts of teachers and students.(2)In terms of scientific ability,the teaching situation based on scientific literacy in senior middle school of B in city A is at the lower middle level,which needs the continuous efforts of teachers and students.(3)In terms of scientific attitude,teachers' high school chemistry teaching based on scientific literacy is relatively successful and has been affirmed by most students.(4)In terms of scientific spirit,attitudes and values,the performance of students is generally at a moderate level.It can be seen that education in this area is lacking and needs to be further improved.(5)In terms of the relationship between science,technology and society,the education on the understanding of the relationship between science,technology and society in the senior middle school of B in city A is still not deep enough.Teachers and students need to reflect deeply and take effective measures to strengthen education in this area.Based on the questions reflected in the questionnaire,the author puts forward the countermeasures for high school chemistry teaching based on scientific literacy:(1)Creating situations;(2)Using role play;(3)Using HPS education;(4)Focus on activities after activities;(5)Teaching with KWL;Finally,a teaching experiment is carried out in two parallel classes in the first grade of senior high school of B in city A.After the teaching practice,through data analysis of students' grade,interviews with students and teachers,and observation of classroom performance,the following conclusions are drawn:(1)High school chemistry teaching practice based on scientific literacy is conducive to stimulating students' interest in learning and changing students' learning attitudes.(2)High school chemistry teaching practice based on scientific literacy is conducive to students' mastery of scientific knowledge.(3)High school chemistry teaching practice based on scientific literacy is conducive to students' understanding of the process and methods of scientific research.(4)High school chemistry teaching practice based on scientific literacy is conducive to students 'understanding of the impact of science and technology on society and individuals.