Research On Chemistry Concept Teaching In Senior High School Based On The Cultivation Of Subject Core Literacy

At present,China is entering an era of quality-oriented development.The teaching of each discipline points to the core quality of the discipline.The chemistry curriculum standard of senior high school(2017 Edition)clearly condenses the core quality of five chemistry disciplines,which is the concentrated embodiment of the educational value of chemistry discipline.Developing students’ core quality is the basic requirement and core task of current chemistry curriculum teaching.Chemical concept is an important part of chemistry learning,which undertakes the important function of implementing the core literacy of chemistry discipline.Exploring chemistry concept teaching based on core literacy can not only promote students’ concept understanding,but also achieve the curriculum goal of developing students’ chemistry core literacy.The core purpose of this study is to construct a highly operable concept teaching strategy to promote the development of students’ literacy,so as to guide the practice of chemical concept teaching based on core literacy.Firstly,the paper summarizes and analyzes the existing research literature such as core literacy,discipline core literacy,chemical concept teaching,concept teaching based on core literacy and electrolyte related concept teaching.On this basis,it defines the core concept of this study and analyzes the basic links of chemical concept teaching,And further combined with the characteristics of core literacy,this paper constructs the chemistry concept teaching strategy based on core literacy: connecting with practice and introducing concepts;Problem driven,exploring concepts;Combining macro and micro to construct concepts;System integration,understanding concepts;Practice application and deepen the concept.In order to verify the effectiveness of the construction strategy of this study,we selected two classes related to the concept of electrolyte-"ionization of electrolyte"(Senior One)and "ionization of weak electrolyte"(Senior Two).The two classes have a close vertical progressive development relationship.Based on the comprehensive and in-depth analysis of the relevant teaching materials and curriculum standards of the two classes,The development requirements and levels of core literacy related to these two classes are clarified,and then the teaching design scheme of one class is designed by further applying the chemistry concept teaching strategy based on core literacy.On this basis,the experimental class and the control class are selected for teaching practice research.In order to explore the teaching effect,the research designed two sets of test tools: the ionization of electrolyte and the ionization of weak electrolyte.The test tools include concept dimension and core literacy dimension,which are used to test the concept understanding and core literacy development.At the same time,the research also designed interviews,and selected representative students in the experimental class for interviews.The test results show that the results of the experimental class are significantly better than those of the control class,both in overall analysis and specific analysis,and there are significant differences between the experimental class and the control class,especially in the application of the concepts of electrolyte non electrolyte judgment,solution conductivity,ionization equilibrium constant and the movement of weak electrolyte ionization equilibrium.From the perspective of core literacy,it can be seen that the development of students’ core literacy of chemistry in the experimental class is better than that in the control class.In addition,the practical research results also show that the vertical development of literacy level has been realized between the two teaching designs of "ionization of electrolyte" and "ionization of weak electrolyte".Finally,the paper also reflects and prospects the problems existing in the research from the aspects of research samples and teaching design scheme.