| The study of chemistry in middle school is systematic to a certain extent,and it divides middle schools into two stages: compulsory education and ordinary high school,which will inevitably lead to the problem of cohesion of chemistry learning in middle schools.At present,one of the problems of my country's basic education curriculum reform has entered the era of “core literacy”.The general high school chemistry curriculum standard(2017 edition)and the new high school textbook have been released,and high school teaching has carried out teaching aimed at developing student's core literacy,so it is very necessary.On the eve of the release of the new compulsory education chemistry curriculum standards and the new textbooks,research on the content connection between the new high school textbooks and the junior high school old textbooks based on the core literacy of the disciplines was carried out.Based on the theory of meaningful learning,cognitive-structural learning,and constructivist learning theory,this paper selects the compulsory education chemistry textbook of the Guangdong version(2012edition)and the compulsory education textbook of the People's Education Edition(2019 edition)is as follows: As the research object,a cohesive study that carried out on a part of the content of two editions of the textbook.Through literature research method and investigation research method,this paper understands the heat and current situation of the cohesion research of chemistry content in junior and senior high schools.It is found that junior and senior high school teachers all hold a positive attitude towards cohesion teaching,however,compared with junior high school teachers,senior high school teachers attach more importance to cohesion teaching.In addition,it is difficult for teachers to carry out cohesive teaching because of the different teaching objectives and textbooks.And then,based on the identification of macro and micro analysis the core accomplishment,selecting “double decomposition reaction” and “ionic reaction” for cohesion analysis,it's found that junior high school recognizes the reaction process mainly from the macroscopic perspective,while senior high school needs to understand the essence of reaction from the micro perspective.Different research perspectives in junior high school and senior high school lead to the fault of knowledge.Therefore,it is considered that knowledge can be connected through the perspective of observation to carry out macro identification and micro analysis.Based on the concept of change and balance the core accomplishment,selecting“redox reaction” for cohesion analysis,comparing with the research depth of senior high school found that in junior high school textbooks is too shallow,and the knowledge has a certain one sidedness,which will have a certain impact on the learning of senior high school,resulting in a knowledge gap between junior high school and senior high school,causing the problem of poor cohesion.Therefore,it is considered that the connection can be carried out through the concept of chemistry to form the concept of change and the idea of balance.As for the core accomplishment of evasive reasoning and model cognition,“Metal materials” which is well connected is selected as the research content.However,metal smelting knowledge is repeatedly set in junior and high school textbooks,moreover,this part of knowledge is slightly ahead of the setting in middle school,so there is the problem of knowledge content repetition.Therefore,it is suggested that evidence reasoning and model cognition can be strengthened by means of thinking.Finally,through the practical research method and the opportunity of educational practice,the part of “sodium and its compounds” in “metal materials” was selected for teaching practice.The strategy is conducive to improving the overall performance of the class,enabling students at different levels to make progress,helping students to master knowledge systematically,and developing student's core literacy of subjects. |
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