Research On The Design And Evaluation Of Chemical Teaching Objectives In High School Stage Under The Perspective Of Disciplinary Core Literacy

With the ongoing reform of the basic education curriculum,the chemical education to develop chemical core literacy has put forward new requirements for "teaching objectives",and teaching objectives focused on chemical core literacy has become the focus of attention in the literacy-based teaching classroom.However,teachers’ understanding and application of teaching objectives in the chemistry teaching process in upper secondary schools is biased,and they lack understanding of teaching objectives under the perspective of chemical core literacy,and there is a single way to evaluate literacy objectives.Therefore,this is a major challenge for teachers to design and evaluate teaching objectives under the perspective of disciplinary core literacy.Based on the review of existing literature,this thesis proposes the functions and characteristics,design principles and methods,and evaluation contents and methods of chemical teaching objectives in high school stage under the perspective of disciplinary core literacy,and uses this as a theoretical basis to construct evaluation index of chemical teaching objectives in high school stage under the perspective of disciplinary core literacy,followed by expert consultation using the Delphi method to revise and improve the evaluation index.The evaluation index constructed in this thesis consists of three dimensions of "design of teaching objectives","implementation of teaching objectives",and "achievement of teaching objectives",and eight indicators of "content science","level appropriateness","achievement path","expression norms","activity supporting","dynamic generation","activity performance" and "learning results",as well as 22 evaluation points,reflecting the educational concept of "strengthening moral education,cultivating people and developing core literacy".Finally,this thesis selects three classes under the theme of "Nitrogen and its Compounds" in"High Quality Classes of Chemistry for High Schools in Jiangsu Province in 2020" and the corresponding three regular classes as the case study objects,collects video materials,analyses the teaching objectives in the six cases according to the identified teaching objectives evaluation index,and explores the strengths and weaknesses of the teaching objectives in the six cases,and proposes suggestions for the design,implementation and achievement of the teaching objectives in the context of core literacy.The study found that the teaching objectives in the six cases have initially possessed the design principles and characteristics of the teaching objectives under the perspective of chemical core literacy in terms of design dimensions,but there are still unscientific,inappropriate and irregular aspects in content,level and expression;In terms of the implementation dimension,the teachers pay attention to the organization of situations,problem tasks and learning activities,but there are still many teachers who lack the process of training students’ deep thinking and guiding students to construct and apply knowledge when designing situational problems and task activities;In the achievement dimension,most students can actively participate in classroom activities,ask questions and solve them,and can initially build knowledge structures and form major concepts of the disciplinary,but a small number of students are not active enough,and their ability to transfer and apply knowledge is weak.Based on the case analysis,this study summarizes the following seven suggestions:(1)Change the concept and enhance the understanding of the value of the design of chemical teaching objectives;(2)Grasp the content and accurately locate the relationship between disciplinary core literacy and teaching content and learning situation;(3)Express normally and integrate the elements to enhance the operability and accessibility of teaching objectives;(4)Focus on the objectives and organize teaching content around the situation;(5)Attach importance to inspiration and deeply integrate the logical structure of questions;(6)Pay attention to students and fully mobilize their learning initiative;(7)Demonstrate literacy and solve practical problems in migration and application.