Based On The Practice Of Integrating "Teaching,Learning And Evaluation" Of High School Chemistry Cultivated By Discipline Literacy

With the development of society,China’s education industry has entered a new era,education reform and college entrance examination reform have begun to be implemented on a large scale,and secondary education has entered a new period of comprehensive development of students’ core literacy and cultivation of students’ comprehensive quality.Chemistry is an integral part of high school education as a member of the high school discipline.In order to change the traditional teaching mode,improve the separation of teaching and evaluation,and improve the subjectivity of students in the chemistry classroom.Through the collation and analysis of existing research papers,this research applies teacher self-evaluation,student self-evaluation and teacher-student mutual evaluation to chemistry classroom teaching,and constructs a teaching mode based on the integrated concept of "teaching,learning and evaluation".Carry out teaching based on real situations,give full play to the role of process evaluation,and achieve the purpose of cultivating students’ core literacy in disciplines.The main research process of this paper is as follows: First,read and sort out the existing literature to understand the current research status of the integration of "teaching,learning and evaluation" and the literacy of chemical disciplines.Secondly,through interviews with teachers in a school in Jiangxi,we learned about the current situation of teaching and evaluation and the views of front-line teachers on the integration concept of "teaching,learning and evaluation",and investigated the learning status of students in some classes,and selected two classes with similar grades,the same number of people and similar learning conditions as experimental classes and control classes.Third,select some of the teaching content in the compulsory 1(2019edition)textbook of the high school chemistry teaching version,understand its relevant requirements through the interpretation of the curriculum standards,formulate the corresponding teaching objectives and evaluation goals,and refer to the teaching suggestions in the curriculum standards to design the teaching activities and teaching problems.In order to better play the role of evaluation,in the classroom teaching,students’ self-evaluation forms are distributed and a variety of evaluation methods(classroom questions,classroom observation,group discussions,etc.)are used to evaluate students’ learning and classroom effects,and after class,teachers’ self-evaluation is based on classroom effects,objective results of student self-assessment forms and front-line teachers’ evaluation results,and the teaching design and teaching practice based on the integration concept of "teaching,learning and evaluation" based on the cultivation of subject literacy are completed.Finally,in order to better display the practical results of this study,the author formulated a questionnaire based on the "framework of comprehensive evaluation index indicators for the quality of primary and secondary school education" before teaching practice,and used the questionnaire to investigate and analyze the learning status of students in the experimental class and the control class before and after the practice,and combined with the changes in chemical performance of students in the two classes before and after the practice.The results of the study show that the integrated teaching mode of "teaching,learning and evaluation" has a certain role in promoting students’ chemistry achievements,chemical learning interest and students’ academic development level.This study believes that the construction of the integrated teaching model of "teaching,learning and evaluation" based on the cultivation of discipline literacy focuses on how to integrate and promote the teaching of teachers and the learning and evaluation of students.The teaching practice of the integrated concept of "teaching,learning and evaluation" based on the cultivation of discipline literacy aims to better improve students’ core literacy in disciplines and contribute to students’ growth into qualified modern socialist successors.The teaching form combined with a variety of evaluation methods can make teaching evaluation run through the entire chemistry teaching classroom,so as to better play the role of daily evaluation of chemistry,change the status quo of only attaching importance to final evaluation and not paying attention to process evaluation,and realize the organic combination of "teaching,learning and evaluation".Process evaluation can enable teachers to better grasp and adjust the effect of classroom or teaching activities,and can also allow students to grasp their learning status faster,so as to truly achieve the purpose of "promoting learning with evaluation,promoting teaching with evaluation,promoting learning with teaching,and promoting teaching with learning".