| In order to meet the requirements of talent training in the new era,my country's new curriculum reform proposes that teaching should start from students' interests and experience,and pay attention to the connection between knowledge and life.The 2017 edition of "Chemistry Curriculum Standards for General High Schools"(hereinafter referred to as "New Curriculum Standards")formally proposed the concept of core literacy in chemistry,clearly pointed out that the mode of talent training should be changed,and the teaching content should strengthen the relationship between subject knowledge and life,in order to cultivate The purpose is to focus on the core literacy of students in chemistry.However,the current phenomenon of disconnection between the chemistry classroom and life is common,and it is difficult to implement the requirements of the new curriculum standard to cultivate students' core literacy.By analyzing the requirements of my country's new curriculum reform and curriculum standards,combined with the requirements of cultivating chemistry core literacy and the current situation of high school chemistry teaching practice,the background,research purpose,meaning,content and method of the subject are expounded.Then,the concepts of core literacy,chemistry core literacy,life-oriented teaching,and chemical-life-oriented teaching are defined,and Dewey's education and life theory,Tao Xingzhi's education theory and constructivist learning theory are used as theoretical pillars,and a questionnaire survey method is used.The current situation of chemistry teaching in senior high schools and the implementation of students' core chemistry literacy were investigated,and the problems existing in teaching and learning in the current chemistry teaching in senior high schools were analyzed.On this basis,this paper summarizes the content of life-oriented chemistry in the first volume of compulsory high school chemistry,and puts forward the teaching principles of life-oriented senior high school chemistry from the perspective of core literacy:(1)the principle of unifying scientific and ideology,(2)interesting the principle of unity of creativity and innovation,(3)the principle of combining theory with practice,and(4)the principle of activity.Corresponding teaching strategies are constructed:(1)Combine existing life experience to improve macroscopic identification and microscopic analysis ability;(2)Use chemical changes in life to establish concepts of change and balance;(3)Driven by life-related problems,develop evidence reasoning and model cognitive ability;(4)Develop life-like experimental resources to enhance scientific inquiry and innovation awareness;(5)Carry out life-like exploration activities to cultivate scientific attitude and social responsibility.In order to test the feasibility and effectiveness of the proposed teaching principles and teaching strategies,a one-semester teaching practice was implemented in Class 2105 and Class 2106 of Senior One of S School.In order to analyze the practical effect of this topic,through questionnaires,student interviews,unit tests,etc.,to understand the changes of students' chemistry learning interest,grades,and chemistry core literacy.The research results show that the students' interest in chemistry learning has been improved to a certain extent,the way of chemistry learning has changed,the level of chemistry core literacy has been improved,and the chemistry performance has been improved to a certain extent.That is to say,the teaching strategy of high school chemistry life-oriented teaching from the perspective of core literacy proposed in this topic is feasible and effective.Due to my limited research level,short practice and small experimental scope,the proposed strategies and conclusions still need to be further improved and tested in future teaching practice. |
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