Research On The Teaching Design And Practice Of "Teaching Evaluation Integration" In Junior High School Chemistry Based On The Cultivation Of Core Quality

In order to promote the high-quality development of basic chemistry education,the Ministry of Education of the People’s Republic of China has issued the "Chemistry Curriculum Standards for Compulsory Education(2022 Edition)",advocating the implementation of evaluation to promote development and achieve "integration of teaching evaluation." In the current research,there is less research on "integration of teaching evaluation" in junior high school chemistry,so this study has enriched the "integration of teaching evaluation" junior high school chemistry teaching case resources,The new curriculum reform is of great significance to the development of students’ core literacy.This article constructs a "teaching evaluation integration" model based on reverse instructional design theory and analyzes the characteristics of "teaching evaluation integration" by consulting relevant literature.A questionnaire on the implementation status of "integration of teaching evaluation" for junior high school chemistry teachers was developed through literature research and questionnaire survey methods.The initial test of the questionnaire passed the reliability and validity test,and then it was officially distributed.The implementation status of "integration of teaching evaluation" for junior high school chemistry teachers in Qiqihar City was tested.Through data analysis,problems in the teaching design of "integration of teaching evaluation" for junior high school chemistry teachers were found,and the reasons for the problems were analyzed.On the basis of theoretical research and investigation,a teaching design system of "teaching evaluation integration" for cultivating junior high school chemistry based on core literacy was constructed.The teaching case design and practice were conducted using the "carbon and carbon oxides" unit of ninth grade chemistry in the People’s Education Edition.Comparative research was conducted between the experimental class and the control class through experimental research methods,and the changes in the development level of students’ core literacy were tested through the comparison of pre test and post test.Through practical research,it is concluded that the pressure of junior high school chemistry teachers to enter a higher school,as well as their own theoretical and time constraints,have led to the widespread phenomenon of "teaching according to the exam",which makes it difficult to carry out situational teaching,and most teachers lack evaluation literacy;"Teaching evaluation integration" teaching is conducive to improving students’ chemical performance;"The integration of teaching evaluation" teaching is conducive to the development of students’ core literacy in the chemistry discipline.In the "integration of teaching evaluation" classroom,students have improved their ability to solve situational problems,strengthened their interest in chemistry learning,recognized the application value of chemistry,improved their experimental exploration ability,and cultivated excellent thinking qualities.The "teaching evaluation integration" model developed in this study based on the reverse instructional design theory provides strong support for the development of core literacy,and has practical exploration value for further exploring the "teaching evaluation integration" of junior high school chemistry.