Research On High School Chemistry Experiment Teaching Design Based On Merrill's Taxonomy Of Educational Objective

Under the background of the new curriculum standard,high school chemistry has carried out a new round of curriculum reform,including the change of curriculum structure,the concentration of core qualities,the increase of experimental activities and so on.Among them,chemical experiment is a basic and important way to cultivate and promote students’ core literacy.However,how to refine the target of experimental education clearly,how to evaluate the students’ experimental operation process in time,and how to effectively diagnose the students’ experimental results are the main problems we are facing now.In this paper,based on Merrill’s educational objectives,combined with theme 1:Basic experiment in the elective module Series 1 in the new curriculum standard of chemistry in senior high school,this paper is divided into four steps to solve the above problems.Firstly,the taxonomy of Merrill’s educational objectives is understood from the chemical perspective.Secondly,it refines the content requirements of theme 1 of the new curriculum standard elective module series 1 by using Merrill’s taxonomy of educational objectives.Again,Merrill’s taxonomy of educational objectives is used to refine the teaching objectives of the new textbook.Finally,Merrill’s taxonomy of educational goals is combined with academic quality evaluation.In order to realize the integration of teaching,learning and evaluation,two teaching plans and corresponding diagnostic questions were designed according to the detailed teaching objectives and carried out in practice schools.Through research,it is found that the average score of the test question of "Preparation and property of colloid" in the experimental class is 10.06 higher than that in the control class is 9.51,and the average score of the test question of "Determination of total acidity in vinegar" in the experimental class is 8.43 higher than that in the control class is 7.70.Therefore,the following conclusions are drawn:(1)The refined content requirements,educational objectives and academic quality evaluation are organically combined,which can effectively cultivate and improve students’ core qualities;(2)The combination of "performance-content" matrix and subject core literacy can make timely and effective evaluation of students’ experimental operation process,and has more obvious effect on the cultivation of students’ higher-order thinking;(3)Using such teaching cases,students’ core literacy of subjects has been significantly improved,especially in the aspect of scientific inquiry and innovation awareness.