Research On The Deviation Of Chemistry Core Literacy Cultivation In Curriculum Implementation ——An Example Of Redox Reaction

Since the release of the 2017 edition of curriculum standards,core literacy has rapidly approached in the vision of the majority of educators.Disciplinary core literacy development has gradually become the focus of research in the field of education.How to implement disciplinary core literacy in curriculum implementation is a key topic in the field of curriculum theory research.Goodman analyzes the vertical level of curriculum implementation and proposes five different forms of curriculum at different processes:ideal curriculum,formal curriculum,comprehended curriculum,operational curriculum,and experienced curriculum.These five types of curriculum have the problem of consistency in the process of implementation,and we expect each process to be positively biased and do not provide that negative bias.This study attempts to examine the consistency of the five forms of the curriculum in the perspective of core literacy development and to explore the reasons for the formation of the bias.In the study,the curriculum standards are used as the ideal curriculum;the textbook as the formal curriculum;the teacher's lesson plan text as the comprehended curriculum;the classroom teaching as the operational curriculum;and the core literacy enhancement gained by students as the experienced curriculum.The consistency and differences among the five forms under core literacy are used as the research points.An attempt is made to provide a research approach to the consistency analysis under the core literacy opinion using the five curriculum forms.The scope of consistency analysis under the five curricular perspectives is very broad,and redox reactions,as a core content of secondary school chemistry,are a suitable vehicle for the development of students' thinking and literacy,so this paper uses redox reactions as a case study.In this study,first,the theoretical framework of the differences of the five curriculum forms is developed based on the Goodreads Five Curriculum Theory,and the dynamic generative concept of the Five Curriculum Study is analyzed.Second,the level division of chemistry core literacy in the High School Chemistry Curriculum Standards 2017 Edition 2020 Revision was utilized to define define the specific performance of chemistry core literacy in redox reactions as the core indicator of the study.Third,using redox reactions as a carrier,the curriculum standards were selected to compare with the text of the current textbook;the current textbook was compared with the text of the actual lesson plans used by teachers;the lesson plans were compared with the classroom teaching process;and action research was conducted on the achievement of students' core literacy in the subject.The analysis focused on the performance of core literacy levels in chemistry and the consistency between the various components.The study showed that,firstly,this study proposed a theoretical framework for the differentiation of the five curriculum forms to guide the study of disciplinary core literacy coherence.Second,in terms of the core literacy dimensions of chemistry embodied by redox reactions,the curriculum standards were compared to the Luke and Human Education textbooks as positive deviations;the Luke textbook was basically free of deviations compared to Lesson Plan A;the Luke textbook was positively deviated from Lesson Plan B;Lesson Plan A was negatively deviated from Classroom Teaching A;Lesson Plan B was positively deviated from Classroom Teaching B in terms of different literacy dimensions,i.e.,positive and negative There are both positive and negative deviations between lesson plan B and classroom instruction B on different literacy dimensions;and negative deviations between classroom instruction and the actual chemical literacy acquired by students in the corresponding classes.This indicates that there are indeed biases in the core literacy progress of the five curricula in the implementation process.In addition,the process of curriculum implementation is not a simple linear relationship from the expected goal to the realistic result,but involves a variety of factors,which are transformed by different subjects,such as curriculum standard development experts,textbook developers,teachers and students,and so on,and deviations may occur in each process due to the different understanding of each subject.Finally,in order to reduce the negative bias in each link of the curriculum implementation process and to ensure that the text is upgraded toward positive curriculum implementation,the curriculum standards and teaching materials should continue to be improved,teachers' chemistry curriculum implementation skills should be improved in terms of chemical literacy,and the philosophy of chemistry education should be updated.Researchers should view curriculum implementation from a vibrant generative concept so that the curriculum is continuously improved in the process of implementation and goes beyond the pre-determined curriculum element requirements to facilitate the landing of core chemical literacy.