A Practical Study Of Chemistry Teaching Based On The Fundamentality Problem

When the concept of "Chemistry core literacy" was proposed in the "General High School Curriculum Standards(2017 Edition)",there have been a large number of survey researches specific to the core literacy which is literacy-based,and it has become a congruence target for educators to make sure the core literacy of chemistry effective in the real classroom.The proposal of chemical core literacy is based on the essence of chemistry,which embodies not only the idea but thinking modes of chemistry.The primitive problems base on the philosophical thinking of the essence of chemistry,which stick to the attitude of inquiring at the bottom of the problem,and the similarity process of exploring the world to the scientists,finally becoming the concept of " primitive problem-driven classroom teaching".The "Ordinary High School Curriculum Standards(2017 Edition)" proposes to deepen the understanding of chemistry disciplines by teachers to promote students’ understanding of chemistry disciplines,which is manifested in the understanding of the essence and structure of chemical disciplines,and the concept of "primitive problems drive classroom teaching" starts from the originality,and through a structured way,it is closely connected with the core literacy of students’ chemistry,forming a teaching mode that can be taught and practiced.The content of the introduction and the second chapter reflects on some of the problems existing in the current education,and through literature investigation and analysis,the source of the original problem is completed.The third chapter analyzes the research process of the originality problem and the requirements of the contact discipline,and constructs the concept of "the primitive problem drives the chemistry classroom teaching" from the perspective of what the nature of the discipline is and how to contact.The fourth chapter analyzes the problems existing in the current classroom teaching through the measurement method of questionnaire survey and interview,and the fifth chapter combines the concept construction and current situation analysis of the third chapter,proposes the strategy of driving chemistry classroom teaching by the primitive problem,and constructs an operational model.Chapter 6 is based on the teaching strategy and model of "Intrinsic Problem-Driven Chemistry Classroom Teaching" to design and practice the "Basic Nutrients" in the compulsory second middle school of the Chemistry Teaching Edition in unit form,and draws the following conclusions through data support: At the theoretical level: the study of the concept of "originality problem" was improved;In view of the fact that the "originality problem" is easy to flow on the surface,lacks substance,and lacks depth with the "driving problem",the "originality" and "driving" are combined,and the concept of "originality problem-driven chemistry classroom teaching" is constructed through literature consultation and self-understanding,forming a relatively complete concept;An operable model of "intrinsic problem-driven chemistry classroom teaching" is constructed to help theory be implemented in practice and theory to guide practice.It enriches the case of "intrinsic problem-driven chemistry classroom teaching" and has important theoretical significance.At the practical level: the essence of chemistry is wrapped in the chemical knowledge layer and the chemistry teaching layer,which is difficult to be contacted by students,and the original problem provides teaching ideas for contacting the essence of the discipline in the form of explicit cognitive perspective and cognitive thinking;The original problem drives chemistry classroom teaching to closely link the essence of chemistry,chemical knowledge and chemical core literacy at the practical level,which has research value and practical value;The original problem drives the chemistry classroom teaching mode to achieve the teaching objectives well in an original and structured manner,apply the evaluation goals,and better implement the integration of "teaching,learning and evaluation";The model of chemistry classroom teaching driven by the original problem has achieved good results in practice,which proves that it has theoretical and practical significance for students to contact the essence of chemistry,form chemical scientific thinking,and develop core literacy.