Study On The Design And Use Of "Learning Task List" In Senior High School Chemistry Course

With the promulgation of the new chemistry curriculum standards and the gradual deepening of curriculum reform in senior high schools,the traditional education model is no longer suitable for the new educational concepts.Many teachers begin to carry out some new educational practices,and learning task lists gradually enter primary and secondary school classrooms.The concept of the learning task list is "teaching based on learning".Students become the main body of the classroom,and teachers become the guides and helpers of students’ learning.Learning task lists can transform from "classroom" to "school",giving full play to students’ subjective initiative.In order to better promote the application of learning task lists in high school chemistry classrooms,this study explores the following aspects.First,it defines the concept of "learning task list" and distinguishes it from "learning guidance plan" and "autonomous learning task list".The "learning task list" in this study refers to a form in which teachers convert learning objectives into learning tasks based on curriculum standards,textbooks,and students’ learning situations,and use tasks to drive students’ learning.Second,understand the current application of learning task lists in high school chemistry classrooms and students’ attitudes towards learning task lists.And analyze the existing learning task list to understand the advantages and disadvantages of current learning task list design,providing reference for the later author to design learning task lists.Fourth,the theoretical basis and design principles of learning task lists were studied,and three chemical learning task list cases were designed,including two element and compound knowledge cases and one conceptual principle knowledge case.Fifth,analyze the practical effect of the learning task list.Through a comparative analysis of students’ abilities and achievements before and after using the learning task list,it is found that after using the learning task list,students’ interest in chemistry learning,autonomous learning ability,knowledge structure level,and learning achievements have improved,indicating that the advantages of the learning task list are relatively prominent.However,due to my shallow experience and insufficient ability,I have encountered some problems in practice.I have explored the causes of the problems encountered in order to provide follow-up researchers with some ideas for improvement.Through this study,the main conclusions are as follows: 1.Currently,the "learning task list" has not been widely used in high school chemistry classrooms.2.Currently,there are some shortcomings in the design of "learning task lists",such as the lack of interest in the design of learning tasks.3.This paper discusses the general principles of designing a "learning task list" : the principle of authenticity,the principle of interest,the principle of appropriate difficulty,the principle of varying from class to class,and implementation strategies: publishing before class,handling the relationship between openness and convergence,facing all students,and emphasizing multiple evaluations.4.The "learning task list" has a positive effect on students’ interest in chemistry learning,autonomous learning ability,and knowledge structure level,and can effectively improve their chemistry learning achievements.