Thinking And Research On The Application Of POEC Teaching Strategy In High School Chemistry Teaching From The Perspective Of Key Competencies

The problem of key competencies has been continuously concerned by the educational circle,and our country has also made many constructive reform measures in education.The core chemistry literacy,described in the new curriculum standard,accurately defines the requirements of the state on the basic quality,basic knowledge,basic ability and basic attitude of the talents cultivated by chemistry discipline under the social background of advocating socialist core values.The promotion of the reform of new curriculum concept always faces the theory conflicts with practice.How to fully and effectively implement the high school chemistry curriculum goal system to foster students’ chemistry discipline key competencies,how to apply the new concept of chemical subject key competencies to the specific classroom teaching activities and earnestly doing a good job teaching in basic education classroom teaching level are the primary concern and urgent problem for middle and high school chemistry teachers.POEC(Prediction-Observation-Explanation-Comparison)teaching strategy focuses on improving students’ learning participation,encouraging students to actively participate in thinking and discussion,and gradually guiding students to actively build knowledge.The teaching idea of this strategy coincides with the training idea advocated by the current new curriculum reform.In this paper,the current situation of middle school chemistry teaching from the perspective of key competencies is investigated,and the problems encountered in the current middle school chemistry teaching reform and students’ preferences for chemistry learning are summarized.On the basis of sorting out the development history and related theories of POEC teaching strategies,the teaching process,application principles and matters needing attention of POEC teaching strategy in teaching practice are integrated to analyze the education and teaching of chemistry classes in middle schools and design classroom cases that meet the development needs of modern key competencies.Then,through the application of teaching design in teaching practice,the differences in the development of the key competencies level of the research object between the classroom using POEC teaching strategy and using the traditional teaching strategy are compared.Finally,the role of POEC teaching strategy in middle school chemistry classroom from the perspective of key competencies is summarized,and suggestions for rational use of POEC teaching strategy are put forward.Practice has proved that it is feasible to use POEC teaching strategy from the perspective of key competencies to cultivate students’ key competencies and improve students’ thinking ability in middle school chemistry class.The application of POEC teaching strategy can effectively promote the students chemistry subject key competencies training,make the students in the classroom comprehend scientific attitude and train the ability of scientific inquiry,to scientifically acquire the knowledge from the practice and master the means of obtaining scientific knowledge,and to be able to apply the scientific knowledge of to scientific practice which creates a virtuous cycle.Innovation:1.This paper summarizes the domestic and foreign research and theoretical basis of POEC teaching strategy,and extracts the teaching design process of POEC teaching strategy from the perspective of key competencies;2.This paper makes a preliminary investigation on the teaching status of chemistry in middle schools from the perspective of key competencies,and makes a result analysis of the teaching status;3.Based on the perspective of POEC teaching strategy and key competencies,this paper carried out teaching design for the two periods of "The Nature of Phenol" and "Exploring the Formation of galvanic cells",and applied them into teaching practice.Through statistical analysis of teaching results,the effectiveness of POEC teaching strategy applied in classroom teaching was evaluated.