Action Research On Deep Learning Of Chemistry In Senior High School Pointing To Subject Key Competencies

In the context of the information age,the country’s demand for competent and learning talents is increasing,and the goal of classroom teaching is shifting from transferring knowledge to developing students’ key competencies.Chemistry deep learning is a reconceptualization of deep learning from the perspective of key competencies in chemistry,and is a proactive response to the changes in chemistry teaching and the development of key competencies in students.Therefore,how to construct and implement the chemistry teaching of deep learning in senior high school from a key competencies perspective,form an effective Chemistry Deep Learning Teaching Process,promote the joint growth of teachers and students,becomes one of the important topics of chemistry teaching research nowadays.Chemistry deep learning refers to the learning process in which students,under the guidance of their chemistry teachers,actively participate in challenging activities such as chemical experimental investigation and chemical problem analysis and solution,interpret chemical knowledge from a combined macroscopic and microscopic thinking perspective,and use hypothesis,analysis,reasoning and model cognition to solve complex chemical problems.To promote chemistry deep learning in teaching,before teaching,students should be given a clear understanding of the learning objectives that need to be achieved in the unit of study,including core knowledge,subject competence and essential character;in the process of teaching and learning implementation,students should be allowed to first extract the knowledge of the unit as a whole,then reveal their pre-conceptions and stimulate their metacognition,and finally refine the learning content in an abstract way through thinking maps and other means;the assessment of students’ learning should be carried out throughout the whole teaching process,focusing on multiple assessments of students’ performance in the activities.The question to be addressed through the study is: How to construct a chemistry teaching process that can promote students’ deep learning ability in chemistry and teachers’ professional competence development? Based on this question,this study firstly clarifies the definition and characteristics of deep learning in chemistry from the perspective of key competencies of chemistry to provide a theoretical basis for this action research;then it independently constructs a teaching process for deep learning in chemistry based on constructivist theory,metacognitive theory and reverse instructional design theory to provide a pathway guide for classroom teaching;finally,the action research was carried out by using questionnaires,student interviews and classroom observations to collect data,analyse the effects of the action research and draw conclusions from the study.The action research on deep learning in high school chemistry based on core literacy was carried out in the senior class of a general high school in Nanjing.The action research on deep learning of chemistry from the perspective of key competencies was carried out in a general high school in Nanjing.The whole action research was completed in two rounds.In the first round,the researcher used the process to teach the chemistry unit in a step-by-step manner,which was an initial trial and exploration of the deep learning process in chemistry.In the second round of action research,the researcher first revised the deep learning teaching process based on the reflections of the first round of action research,and then applied the revised Chemistry Deep Learning Teaching Process to carry out the chemistry unit teaching.Through reviewing,summarizing and reflecting on the whole action research,the researcher found that the Chemistry Deep Learning Teaching Process constructed in this study was feasible and effective.After applying the Chemistry Deep Learning Teaching Process to the teaching of the unit,students’ attitudes towards learning chemistry changed from passive to active,and their ability to learn chemistry in depth improved.The study of the Chemistry Deep Learning Teaching Process helps teachers to change their conception of chemistry education and improve their professional teaching of chemistry.