A Study On The Cohesive Cultivation Of Chemistry Core Literacy In Junior And Senior High Schools

The proposal of the core quality of chemistry in compulsory education and the core quality of chemistry in senior high school makes the teaching design of chemistry classroom more directional,carries out teaching activities according to different knowledge,and comprehensively develops the core quality of students in all aspects.The literacy of "scientific inquiry and practice" in junior high school echoes the literacy of "scientific inquiry and innovation consciousness" in senior high school.The literacy of "scientific inquiry and practice" focuses on experimental inquiry in chemistry courses.The learning ability formed by disciplinary and interdisciplinary practice activities is based on the comprehensive application of knowledge and methods of chemistry.The ability and character shown in solving real situation problems and completing comprehensive practical activities.Senior high school mainly emphasizes on training students’ ability to analyze and solve problems by carrying out effective problem research,encouraging students to innovate and cultivating their innovation consciousness from the practical level.In this paper,the quality of "scientific inquiry and practice" and the quality of "scientific inquiry and innovation consciousness" are incorporated into the same evaluation system,namely the evaluation system of "scientific inquiry" quality,based on the documents such as "Chemistry Curriculum Standards for Compulsory Education" and "Chemistry curriculum Standards for senior high Schools".The essential connotation of literacy is determined and compared with the literacy of "scientific inquiry and practice" and "scientific inquiry and innovation consciousness".Literature research method,questionnaire survey method and interview method were adopted to conduct research,and the questionnaire of "scientific inquiry" literacy in high school chemistry was compiled.After Kappa analysis,expert verification,test and reliability and validity analysis,the final draft was formed.Through questionnaire survey,the "scientific inquiry" literacy level of students in different senior high schools in Harbin was measured,and according to the weights of different indicators and the survey results of literacy level,the teaching strategy of "scientific inquiry and practice" and "scientific inquiry and innovation consciousness" was proposed,and the teaching strategy was applied in the teaching practice.After half a year,the experimental class that implemented the teaching strategy and the control class that did not implement the teaching strategy were post-tested,and the post-test results were analyzed to verify the effectiveness of the strategy.The following conclusions are obtained through the research: "Scientific inquiry" literacy consists of three connotation elements,namely,scientific inquiry,practical ability and transfer innovation,and is specifically divided into nine secondary dimensions,namely,question raising,conjecture and hypothesis,planning,experiment,evidence collection,explanation and conclusion,reflection and evaluation,expression and communication,and transfer and innovation.Most freshmen in senior high school still need to improve their abilities in six dimensions: question raising,conjecture and hypothesis,experiment,evidence collection,expression and communication,migration and innovation.Starting from the above six dimensions,the corresponding teaching strategies proposed in this paper are all effective in the post-test results.This study provides theoretical support and evaluation tools for the cohesive cultivation of "scientific inquiry and practice" and "scientific inquiry and innovation consciousness",and effectively promotes the ultimate goal of discipline education.