Teaching Case Design And Development Research Of High School Chemistry Integration STEAM Concept Under Literacy Orientation

With the progress of society,the development of the country needs more and more comprehensive talents who can solve problems in a complex world.In order to cultivate the talents needed for national development,the Ministry of Education issued a new curriculum standard for core literacy-oriented high schools in 2017,and the implementation of "literacy-based" teaching has become the main theme of secondary school chemistry classrooms,but the current methods of implementing literacy are still lacking.The concept of STEAM has attracted much attention abroad and has gradually entered the research field of China.The concept of STEAM refers to the interdisciplinary integrated teaching mode of science(S),technology(T),engineering(E),art(A)and mathematics(M),which is usually based on creating real problem situations as the carrier to guide students to use multi-angle and interdisciplinary thinking to solve problems,so as to achieve the purpose of improving students’ comprehensive ability in this process.The STEAM concept is consistent with the core competencies of chemistry.Therefore,it is important to study how to use the STEAM concept to develop students’ core competencies in chemistry.On the basis of sorting out a large number of literature,the author collates the research ideas through research methods such as literature investigation method,interview method,and experimental research method,and puts forward the feasibility of integrating the STEAM concept to develop the core literacy of chemistry,and conducts practical research.The author reviews and sorts out the connotation and characteristic elements of STEAM concept and chemistry core literacy,and finds the relationship between the two based on the theoretical level,and puts forward a feasible basis.Based on the literature foundation,understand the common teaching mode of STEAM concept,find the theoretical foundation,put forward the content characteristics applicable to the STEAM concept,and determine the selection and development of cases.In addition,taking a middle school as the research object,the author conducted a questionnaire survey of students and teacher interviews before the practical research,pointed out the feasibility and necessity of this research based on the analysis of the questionnaire and interview results,and based on the needs of the practical research,the author compiled evaluation materials such as test questions and learning effect evaluation forms.Combined with the teaching concept of "teaching,learning and evaluation",the author analyzes the process problems of the national paper in the past two years to understand the literacy and key abilities of the regular examination,so as to guide teaching.Combined with the development requirements of chemistry core literacy and the teaching mode of STEAM concept,a general teaching mode integrating the development of chemistry core literacy under the concept of STEAM is preliminarily constructed,and case design and implementation are carried out.Two classes of comparable level were selected,the experimental class(Class A)and the control class(Class B)were selected as the practical research objects,and the experimental class carried out the teaching practice research of "integrating the STEAM concept",and the control class carried out traditional teaching.Taking chemistry core literacy as the main dependent variable and learning performance and learning effect as secondary dependent variables,the practical conclusions were drawn based on data analysis,and on this basis,a teaching mode to optimize the STEAM concept was proposed,which provided ideas for the development of teaching cases integrating the STEAM concept in the future.Through practical research,this paper obtains the following conclusions:(1)the core literacy of chemistry in the two classes after practice generally showed a significant difference,and the literacy level of the experimental class improved greatly;(2)There were differences between the experimental class and the control class in terms of knowledge acquisition,ability improvement and emotional attitude.Compared with the control class,the students in the experimental class have a stronger sense of using multidisciplinary thinking to solve problems,especially in the process flow problems,and have stronger problem-solving ability and comprehensive ability.Secondly,the students of the experimental class have a deeper understanding of the value of chemistry and are more interested in chemistry learning.The innovations of this paper are:(1)Design chemical production teaching guided by the literacy level of the college entrance examination chemical process flow questions,and integrate the integrated concept of "teaching,learning and evaluation";(2)Build a teaching model of STEAM concept to promote the development of core literacy in chemistry,and provide reference for "literacy-based" teaching and "STEAM concept" teaching;(3)Develop a variety of evaluation methods and formulate evaluation standards.