Research On The Expressive Evaluation Of The Use Of Situational Materials In Chemistry Teaching Based On Core Literacy

In today's information age,society puts forward higher requirements for the quality of citizens and talents.Teaching link is an important way to achieve the goal of talent training.In order to meet the requirements of today's era for talents,combined with the concept of new curriculum reform,China proposes that teachers should pay attention to situational teaching,help students form high-level thinking and key abilities,and develop students' core literacy of Chemistry.At present,the design of situational materials by senior high school chemistry teachers in teaching is uneven,and there is a lack of certain evaluation standards.Therefore,the development of evaluation standards for situational materials is of great significance to senior high school chemistry situational teaching.By consulting the existing relevant literature,according to the situation related theory,this paper analyzes the basic requirements for the use of situation materials in the curriculum standards and the basic forms and characteristics of situation materials presented in textbooks,extracts the basic elements of the use of situation materials in high-quality courses,and studies the expressive evaluation criteria of the use of situation materials based on the core literacy of chemistry.After research,the dimensions of evaluation criteria are divided into structural elements,process elements and functional elements.The evaluation indexes of the structural elements of situational materials include pertinence,authenticity and driving;The process elements of situational materials include whole process,emotion,generation and development;The functional elements of situational materials include ideology and morality,key abilities and cognition.According to the analysis of the survey results and expert interviews,the design of performance evaluation criteria for the use of high school chemistry situational materials based on core literacy has good reliability and validity.Normal class and use of different evaluation tools.The investigation and analysis show that there are some problems in the use of situational materials by senior high school chemistry teachers: the selection of situational materials is not closely related to the teaching objectives;The selection of situational materials is scattered;There are many low-level problems when creating situational materials;Lack of educational concept of core literacy training.And put forward teaching suggestions according to the deficiency of the use of situational materials.