Exploration Of "1-2-1" Teaching Mode Based On The Cultivation Of Core Literacy Of Chemistry Discipline

In recent years,with the implementation of the "double reduction" policy,the classroom teaching reform of middle school will adjust its direction again.Under the background of implementing the "double reduction" policy and further improving students’ quality,it is particularly important to optimize and improve chemistry classroom teaching in junior middle school.How to improve the effectiveness of middle school chemistry class,promote the cultivation of middle school students’ chemical core literacy more effectively,and truly achieve the goals of scientific teaching and quality education have become the problems faced by many middle school chemistry teachers.In recent years,with the landing of the "double reduction" policy,the middle school classroom teaching reform again ushered in the direction of adjustment.Under the background of implementing the "double reduction" policy and further improving the quality of students,it is particularly important to optimize and improve the quality of chemistry classroom teaching in junior high school.How to improve the effectiveness of middle school chemistry classroom,more effectively promote the cultivation of middle school students’ chemistry core literacy,truly achieve scientific teaching,quality education has become a problem that many middle school chemistry teachers face.The "1-2-1" teaching model divides classroom teaching into three parts: inducing self-study,clarifying doubts,and training and expansion.Based on the current situation of chemistry classroom teaching in junior high school,this paper takes the "1-2-1" teaching model as the main entry point,takes the chemistry teaching situation of the 19 th Middle School of Yining City as the main analysis object to carry out a series of exploration,integrates the related teaching reform into many aspects of teaching,and makes full use of the "1-2-1" teaching model.This paper fully demonstrates the scientificity,superiority and feasibility of "1-2-1" teaching model through literature summary,investigation,comparative analysis,summary and promotion.The main contents,operational characteristics,advantages and precautions of the "1-2-1" teaching model are summarized and refined to fully demonstrate the inclusiveness and wide applicability of the "1-2-1" teaching model.The author through field interview and questionnaire survey,literature summary,the performance analysis methods in junior middle school stage,such as "1-2-1" teaching mode is beneficial to improve students’ chemical core literacy,and summarize the effect of the primary and high cohesion,finishing the real objective data,and a line of teaching experience,and the analysis and research.All the date show that "1-2-1" teaching mode is a practical,scientific and effective teaching mode,which is highly APPraised by teachers and students.Taking Yining No.19 Middle School as an example,after adopting this teaching model,the results of the middle school examination of chemistry have been consistently ranked the first in the state,and the graduates’ feedback on this teaching model is positive,which is believed to be of great help to the learning and connection of high school chemistry.In addition,the results of comparing the chemistry performance of students with different teaching modes in different schools and different classes show that the "1-2-1" teaching mode is helpful to improve the interest,learning adaptability and chemistry performance of junior middle school students,and plays a very important role in the cultivation of chemistry core literacy.In this paper,the "1-2-1" teaching model is fully analyzed and interpreted,and three typical cases in junior high school chemistry course are selected for the complete course teaching design.One is the nature of the water,and through the course content introduction,main characteristics and the difficult point to grasp knowledge professor way combined with "1-2-1" teaching mode,for example in the introduction stage by reviewing previous teaching material content,stimulate students learning interest and learning autonomy,lets the student understanding of water from different angles,to cultivate students’ divergent thinking,cultivate interest in chemistry discipline.The second is the basic characteristics of chemical change,through the introduction of experimental phenomena,fully mobilize students,let students express and extend,from phenomena to equations,and then to summarize,fully reflect the subject status of students,give play to the subjective initiative of students.The third is the study of carbon dioxide production.The teacher stimulates students’ inquiry and thinking by analogy to the experiment,guides students to choose experimental equipment independently,designs experiments,and combines students’ experimental ability with theoretical thinking,so as to better cultivate students’ chemical core literacy.Through three teaching designs,the aim is to gradually improve a set of mature teaching designs under the "1-2-1" teaching mode,and accumulate experience and materials for the systematic promotion and application of the "1-2-1" teaching mode.