Practical Research On Anchored Teaching Based On Chemical Core Literacy In Senior One Chemistry Teaching

With the reform of education and the rapid development of society,education and teaching pay more attention to cultivate the core literacy of students,that is,let students learn chemical knowledge while establishing chemical concepts,and improve students’ comprehensive utilization ability of chemical knowledge;so that students can adapt to social development,which impels them to become the innovative talents needed by the country;this requires teachers to build a teaching model that can cultivate and develop students’ core literacy according to teaching objectives and curriculum requirements.It is the anchored teaching model that takes real events as the scene and students as the center to carry out teaching activities.Teachers ask questions in a timely manner according to the situation,and students learn independently and cooperatively based on the problems,and finally solve the problem;in the process of solving the problem During the course,students’ ability to build knowledge has been improved,which has a role in promoting the development of students’ core literacy in chemistry.The teaching concept of this model is highly compatible with the "literacy-based" classroom teaching concept.Therefore,this research is based on the core literacy of the chemistry subject,and uses the anchored teaching model as the teaching goal to design teaching plan.The main work is as follows:The first part is the research of the introduction,related concepts and basic theories.Based on the research background and through the literature research method,the author analyzes and organizes not only the research status of the core literacy of chemistry,but also anchored teaching at home and abroad,clarifies the research content and methods of this research.In order to clarify the research direction,the concepts of "core literacy of chemistry" and "anchored teaching mode" were defined,guided by constructivist learning theory,humanistic theory,zone of proximal development,and situational cognition theory,and elaborated.The relationship and guiding role of the above theories and anchored teaching.The second part is instructional design and practice.The teaching case is selected from the content of the subject 3 of the compulsory one textbook of chemistry in the Jiangsu Education Edition.When designing the teaching case,the concept and theory of the second part are used as the basis and guidance,and the anchored teaching model combining the core literacy of chemistry is constructed.The teaching mode of the control class is traditional teaching,and the experimental class adopts the anchored teaching model.In order to understand the effect of the anchored teaching,a questionnaire is conducted before and after practice for the experimental class.The third part is the data processing and analysis of teaching practice results.Through the questionnaire survey and performance analysis before and after practice,it was found that there was no significant difference in the chemistry scores of the experimental class and the control class,but the average score and pass rate of the experimental class showed that the chemistry score of the experimental class was better than that of the control class.The results of the questionnaire showed that the literacy score rate of the experimental class was higher than that of the control class.Therefore,it is concluded that the anchored teaching model has effectively promoted the learning effect of students to a certain extent and can promote the development of students’ core literacy in chemistry,it has a positive impact on teaching chemistry in the first year of high school.