Research On The Teaching Strategy Of Chemistry Micro-project In LUKE Edition High School Based On Core Literacy

Discipline carries the development ideas and strategies of education in China,and the core literacy is a good carrier of the value and concept of discipline education.In 2017,the new edition of chemistry curriculum standards for senior high schools was first put forward and defined the core literacy of chemistry from five aspects.In order to develop students’ core literacy from various angles and in all directions,the new chemistry textbook for senior high schools in Shandong Province creatively compiled a micro-project board for students to carry out a variety of scientific exploration activities through the design of actual chemical problems,emphasizing chemical knowledge as a cognitive perspective and thinking way to analyze and solve problems,so as to promote students’ in-depth construction of chemical knowledge system,cultivate students’ logical thinking in chemistry and improve their scientific exploration and innovation ability.By studying a large number of teaching cases,the author found that teachers often ignore the teaching of micro-projects and focus on the teaching of knowledge,lacking in-depth thinking about the implementation of the projects because of the tight class hours,heavy tasks and high pressure to enter a higher school.Students have little relevant life experience,weak experimental inquiry ability,and only realize the extensiveness of the fields involved in chemistry,so it is difficult to form a good chemical literacy.The author thinks that it is mainly because the situation involved in micro-projects is relatively unfamiliar,the main road of knowledge is unclear and complex,which makes it difficult for teachers to teach.Therefore,it is particularly important to choose appropriate strategies and models in the micro-project teaching process to promote the development of students’ core literacy.The research process and results are presented from the following seven aspects.The first chapter is introduction.This paper introduces the background,research purpose,significance,research status at home and abroad,key problems to be solved,research ideas and research methods.The second chapter expounds the related concepts and theoretical basis.Introduce the core quality of chemistry,project-based teaching and integration of teaching evaluation,and guide the actual teaching.Chapter three,the structure and characteristics of micro-projects.The micro-projects of two compulsory textbooks and three elective textbooks are sorted out,and the four main components and three characteristics of micro-projects are sorted out.Chapter four,analysis and classification of micro-project teaching.Based on the actual chemistry teaching and the characteristics of project learning,the author puts forward to introduce the general teaching ideas and design process of micro-projects from six aspects: knowledge,problems,literacy,thinking and activities.At the same time,the author designs the teaching effect evaluation framework in the implementation process from three aspects: knowledge,subject ability and literacy development level,and guides teachers to adjust teaching strategies in time.Because micro-projects involve a wide range of fields,the author divides them into micro-projects of frontier science and technology and micro-projects of production and life according to the sources of situations.Chapter five,the teaching research of production and life micro-projects.Summarize the characteristics of production and life micro-projects,and apply to the whole unit teaching.Taking the optional compulsory volume 2 research on vehicle fuel and airbag micro-project as an example,we implemented the teaching,constructed a large unit teaching model,analyzed the teaching effect and reflected on the teaching.Put forward the teaching strategies of this kind of project: constructing the subject knowledge model and integrating unit teaching;Avoid superficial knowledge of project teaching and develop deep learning;Highlight structured design and advance activity tasks.The sixth chapter is the research of micro-project teaching in the frontier of science and technology.Summarize the characteristics of micro-projects at the forefront of science and technology,which is suitable for flipped classroom teaching design.Taking the design of chemical power supply and oxygen regeneration scheme for manned spacecraft as an example,the micro-project of optional compulsory 1 is designed from three aspects: before,during and after class.The triple representation,mind map,micro-lesson and concept change are adopted to deepen the depth and breadth of students’ thinking,analyze the teaching effect and reflect on teaching.Put forward the teaching strategy of this kind of project: excavate the connotation of knowledge ontology and construct the core concept of discipline;Pay attention to students’ existing knowledge and match the level of students’ development;Highlight discipline methods and promote the externalization of ideas;Pay attention to learning advanced diagnosis and evaluation,and cultivate advanced thinking and discipline ability.Chapter seven,summary.Project-based learning is a research-based learning mode,which is of great significance in improving students’ autonomous learning ability,social adaptability,communicating and expressing their ideas and promoting teachers’ professional growth.There is no end to learning,and only through continuous learning and practice can we grow faster.I will try my best to improve my understanding of core literacy and micro-projects,and study the teaching of textbook design to make the results more convincing.