Teaching Strategies Of High School Chemistry Based On "Macro-identification And Micro-analysis" ——Taking "Common Inorganic Substances And Their Applications" As Example

Cultivating the core literacy of chemistry for high school students is an inevitable requirement for today's chemical education reform.In March 2014,the Ministry of Education of China mentioned the concept of "core literacy" for the first time,and released the overall framework for Chinese students to develop core literacy in 2016.The General Senior High School Chemistry Curriculum Standard(2017 Edition)defines five key competencies in senior high school chemistry,and "macro-identification and micro-analysis" is one of them,which is a way of thinking that distinguishs chemistry from other natural disciplines and it provides a unique disciplinary concept and disciplinary perspective.The theme of this thesis is to cultivate the literacy of "macro-identification and micro-analysis",and to explore teaching strategies.The specific research content is divided into five parts:The first part(Chapter 1)illustrates the background of the topic selection,and summarizes both the domestic and foreign research status of "macro-identification and micro-analysis".Then it sorts out the teaching strategies applicable to the literacy of this subject,summarizes the research significance of this topic,and clarifies the research content and research methods.The second part(Chapters 2 and 3)defines the concepts involved in this research: "Core Literacy","Core Literacy in Chemistry","Macro-identification and Micro-analysis" and "Teaching Strategies";also,theoretical basis of this research is determined: constructivism theory,STSE educational philosophy,humanistic theory.The third part(Chapter 4)uses a questionnaire that reflects the literacy level of "macro-identification and micro-analysis" to investigate the current situation of the literacy training of the first-year students in the practice school,and interviews four front-line teachers.According to the results of questionnaires and interviews,the problems existing in the cultivation of students' literacy of "macro-identification and micro-analysis" are summarized.The fourth part(Chapters 5 and 6)is to propose four teaching strategies based on the results of literature analysis,questionnaires and interviews,and the guidance of general high school chemistry curriculum standards.In this case,"common inorganic substances and their applications" is taken as an example to design and implement.At the end of the semester,the assessment will be carried out in the form of test questions reflecting this literacy level,and the data will be collected and analyzed to test the efficiency of the teaching strategies.The fifth part(Chapter 7)is a summary of the teaching practice and findings of the research: The teaching strategies based on the literacy of "macro-identification and micro-analysis" are effective,but due to the limitation of research time,space and level,it is still insufficient,and it is expected to be continuously improved in future work.