Development Of Teaching Resources In The Second Classroom Of High School Chemistry Based On OBE Concept

In June 2019,the "Guiding Opinions of the General Office of the State Council on Promoting the Reform of Educational Methods in Ordinary High Schools in the New Era" emphasized promoting the all-round development of students through quality education.The "Chemistry Curriculum Standards for General High Schools(2017 Edition,2020 Revision)" requires that students' core literacy of chemistry should be cultivated through quality education.Chemistry teaching resources are an important carrier for cultivating students' core literacy,and the second classroom is a useful supplement and extension of classroom teaching.The OBE concept is highly compatible with the second high school chemistry classroom.Therefore,under the guidance of the OBE concept,the development of teaching resources for the second classroom of high school chemistry is particularly important for the cultivation of students' core literacy of chemistry and the output of high-quality talents.Guided by educational goal theory,competency-based education theory and Bloom's mastery learning theory.Through the literature review,the concept of OBE and its application in basic education and the research status of the second classroom of chemistry in China are reviewed.Based on the analysis of the OBE concept and the rationality of its introduction into the second classroom of high school chemistry,expounded the demand analysis,basic principles,requirements and specific development paths for developing the teaching resources of the second classroom of high school chemistry.The two specific teaching cases "The chemical "sodium" in steamed bread" and"Taste Chemistry from "Wine Culture" were developed through the experimental method to carry out teaching practice,and then a questionnaire survey was carried out on the practice objects.Research indicates:(1)92% of the students believed that releasing the course information before the class was helpful to understand the learning objectives of the class and be guided by it.(2)96% of students believe that it is necessary to conduct self-study before class,but the content selection and presentation form of self-study resources should continue to be optimized.(3)More than 90% of the students recognized the communication method of online question-and-answer and were able to adapt to the whole arrangement of this teaching activity.The quality of the developed activity resources has been recognized and affirmed by the students.(4)More than90% of the students think it is necessary to take basic test questions and recognize the multi-dimensional comprehensive evaluation form,evaluate students from multiple perspectives,let students play their personal strengths,make up for their own shortcomings,and build students' self-confidence in learning.Through the analysis of the above content,the following conclusions are drawn:(1)The OBE concept has a positive guiding role in the development of teaching resources,making the content of the second classroom teaching resources more abundant and cutting-edge,and the forms of expression are more diverse.(2)Abundant teaching resources are conducive to the integrated development of students' "knowledge—ability—literacy".(3)The multi-dimensional evaluation of teachers and students helps students to deepen their understanding of knowledge and skills and develop their evaluation ability.All in all,the development of teaching resources for the second classroom of high school chemistry under the guidance of the OBE concept can not only provide reference examples for theoretical research on teaching resources,but also deepen the depth and breadth of research on teaching resources,and realize the integration of "knowledge—ability—literacy" educational.