The Construction And Practice Of "Four-line" Core Literacy Cultivating And Core Literacy Evaluation Teaching Mode In Senior High School Chemistry

The Chemistry Curriculum Standard for Ordinary Senior High School(2017 edition,revised in 2020)(referred to as the "2017 edition,2020 revised Curriculum Standard")proposes to cultivate and develop students' chemistry core literacy,and to evaluate the attainment of core literacy in different stages by diversified evaluation methods.The "four-line" teaching model is a core literacy teaching model,which contains history line,inquiry line,knowledge line and application line and the four lines are interconnected.But there are still deficiencies in the process training and evaluation of core literacy.Thus,the "four-line" teaching model need to be supplemented and improved urgently.Based on constructivism theory and humanism theory,literature method,experimental research method and statistical analysis method were used to explore a new teaching mode of "four-line" core literacy in the full-process of cultivation and evaluation,which retains the original four-line teaching mode frame.Using the methods of asking questions in class,students' hands-on experiments,completing mind maps,designing experimental plans and expressing opinions to respectively evaluated "macro identification and micro exploration","changing concepts and balanced thinking","evidence reasoning and model cognition","science and inquiry and innovation consciousness" and "scientific attitude and social responsibility".At the same time,specific evaluation standards consistent with the standards provided by the "2017edition,2020 revised Curriculum Standard" were formulated according to the specific teaching contents and teaching objectives of chemistry core literacy.Three new teaching designs "metal sodium","element enriched in seawater-chlorine" and "ammonia" were compiled.The application effect of "element enriched in seawater-chlorine" in two classes in first grade of a key Hohhot high school was carried out.According to the four levels of core literacy of "macro identification and micro analysis","scientific inquiry and innovation consciousness","scientific attitude and social responsibility" provided in the "2017 edition,2020 revised Curriculum Standard",the four advanced level evaluation standards of above core literacy of "element enriched in seawater-chlorine" are complied and used to test the effect of the teaching experiment based on this evaluation standard.The results show that,through the process evaluation,the core literacy of "macro identification and micro exploration" of the experimental class has developed from the original level 1(basic level)to level 3(advanced level),the core literacy of "scientific inquiry and innovation awareness" has updated from level 1(basic level)to level 3(advanced level)and the core literacy of "Scientific Attitude and Social Responsibility" has developed from level 2(change level)to level 4(sublimation level).Through summative evaluation,the academic quality levels 1-1 and 2-1 under the core literacy of "macro identification and micro exploration",the academic quality level 1-3 under the core literacy of "scientific inquiry and innovation consciousness" and the academic quality levels 1-4 and 2-4 under the core literacy of "attitude and social responsibility" in the experimental class and the control class are all good.What's more,the experimental class is better than the control class in academic quality level 3-1,level 2-3,level 3-3,level 3-4,and level 4-4.The optimized "four-line" teaching mode has obvious application effects on the cultivation of the core literacy of the chemistry subject.With the deepening of the teaching process,students' core literacy level of the chemistry subject can be significantly improved.Process evaluation methods include questioning in class,designing experimental plans and expressing opinions which have certain operability and can be applied to the evaluation process of the advanced level of chemistry core literacy.