A Study Of Problem-driven Teaching Practices Based On Core Literacy In Chemistry

The General High School Chemistry Curriculum Standards(2017 Edition),issued by the Ministry of Education in 2018,proposes and defines the five core qualities of chemistry,and constructs a system of objectives for the high school chemistry curriculum with the overall development of students' core qualities in chemistry as the anchor point.In other words,the objectives of the curriculum have changed from the original 'three-dimensional objectives' to'subject core literacy',and the development of students' subject core literacy has become a top priority.As to how to develop students' core literacies,the new curriculum standards state clearly in Part 6 "Implementation Suggestions" that "authentic,concrete problem situations are an important platform for the formation and development of students' core literacies in chemistry,and provide real opportunities for students to express their core literacies in chemistry." Based on this,this research project is proposed and envisages the integration of driving questions with various practical activities for students in the teaching and learning process,aiming to develop students' core literacy in chemistry.The background of the topic is explained in relation to the requirements of quality education and new curriculum reform,the needs of individual students' development and the current situation of problem-driven teaching practice in China.After combing through and analysing a large amount of relevant literature,the current status of research on core literacy,core literacy in chemistry and problem-driven teaching at home and abroad is understood,and the purpose and significance of the research,its content and methodology are determined.Subsequently,the concepts of core literacy,core literacy in chemistry,question-driven and question chain were defined.Taking constructivist learning theory,nearest development area theory and Makhmutov's question-based teaching theory as the theoretical pillars,the design of question-driven teaching based on core literacy in chemistry was proposed in conjunction with a survey of current students' responses to teachers' questions in chemistry classrooms and the implementation of core literacy in chemistry The principles of instructional design are:(1)the principle of authenticity;(2)the principle of hierarchy;(3)the principle of precision;(4)the principle of appropriateness;and(5)the principle of activity.The teaching design strategies are:(1)analyse the teaching content to explore the core literacy;(2)select contextual materials to create problem situations;(3)set up student activities to implement the core literacy;(4)discuss and reflect on evaluation to enhance thinking methods.In order to test the effectiveness of the proposed instructional design model and instructional design strategies,two parallel classes of senior classes 11 and 12 in Yongning Senior High School,Nanning,Guangxi,were selected as the subjects of the study and a semester of teaching practice was conducted.Before the teaching practice,pre-test questions were distributed and collected,and after the teaching practice,post-test questions were distributed and collected to test whether the students' literacy level had been improved by counting the correct rate of the test questions,and to test the effectiveness of the teaching practice by using SPSS22.0 to conduct statistics on students' entrance scores,final examination results and independent sample t-test.The results of the study show that the proposed teaching design principles and strategies have contributed to the development of students' core literacy,and students' core literacy level in chemistry has been improved to a certain extent.