Design And Practice Of High School Chemistry Teaching Based On PDEODE Strategy Under The Background Of New Curriculum Standard

With the gradual progress of the new curriculum reform,chemistry teaching should meet the needs of students to adapt to modern life and diversified development,fully reflect the value of chemistry for students’ future development,give full play to the overall nurturing function of the chemistry curriculum,and build a secondary school chemistry curriculum goal system to achieve comprehensive development of students’ core literacy in chemistry.The General High School Chemistry Curriculum Standards(revised in 2020 for the 2017 edition)propose to focus on the cultivation of core literacy in chemistry,emphasize the development of "literacy-based" teaching,and carry out a variety of inquiry activities based on chemical experiments,with obvious refinement of the requirements for inquiry experiments.The concept shift teaching strategy based on the PDEODE model consists of six components: prediction,discussion,explanation,observation,discussion,explanation.Through the review of related literature,the use of PDEODE teaching strategy in chemistry teaching can make the conversion process of mythical concepts clearer and help develop students’ core literacy of evidence-based reasoning and model cognition;the implementation steps of the strategy itself,in which students predict,discuss and explain the phenomena of the experiment,are also in line with the new curriculum’s emphasis on "literacy-based" teaching.The strategy itself,in which students predict,discuss,and explain the phenomena of the experiment,is also in line with the new curriculum’s emphasis on "literacy-based" teaching and learning,and enhances the development of students’ core literacies of evidence-based reasoning and modeling and scientific inquiry and innovation,which is in line with the basic philosophy of the new curriculum.This course is in line with the basic philosophy of the new curriculum.This study takes constructivist theory,Bruner’s discovery learning theory,and Ausubel’s meaningful learning theory as research supports,and uses literature research,case study method,practical observation method,questionnaire survey method,and other research methods to apply PDEODE teaching strategies in teaching conceptual and experimental lesson types of compulsory chemistry content in high school,and designs specific teaching cases with 96 senior students as research subjects for Teaching practice.The effectiveness of PDEODE-based teaching strategies for teaching concepts and experiments in high school chemistry was tested by pre-testing students’ learning status in concept and laboratory classes through questionnaires before teaching practice,and by objective quantification of post-test questions and subjective evaluation of attitude questionnaires after practice.Through the research practice and the analysis of the test of the practice effect obtained: the chemistry concept classroom teaching based on PDEODE teaching strategy plays a facilitating role in the cultivation of students’ macroscopic identification and microscopic investigation,evidence-based reasoning and model cognitive literacy,especially in the transformation of mythical concepts the experimental class has better effect than the control class;the experimental classroom teaching based on PDEODE teaching strategy can effectively enhance students’ experimental investigation ability The experimental classroom teaching based on PDEODE strategy can effectively improve students’ experimental investigation ability and help develop students’ core qualities of scientific investigation and innovation consciousness,scientific attitude and social responsibility in chemistry.The PDEODE-based teaching strategy can effectively motivate students to learn chemistry,and most students are willing to continue to use this teaching mode;in addition,this study also provides new theoretical references and explicit teaching ideas for front-line chemistry teachers in the context of the "three new" reform.