Research On Ideological And Political Teaching Of High School Chemistry Courses To Cultivate The Core Literacy Of "scientific Attitude And Social Responsibility

"Curriculum thinking politics" is a teaching concept that integrates ideological and political education into all aspects of curriculum teaching and reforms to achieve moral education in a silent way.Chairman Xi Jinping emphasized that the fundamental task of education is to establish moral values and educate people in the National Conference on Ideological and Political Work in Colleges and Universities,and the subsequent education reform programs issued by the Ministry of Education have emphasized the importance of curriculum thinking and politics.In addition,the concept of curriculum thinking and politics effectively meets the needs of high school chemistry curriculum reform,where teaching should not only focus on the learning of students’ essential knowledge,but also on the cultivation of students’ correct values and essential character.However,in the actual teaching process,teachers still face many problems,such as the lack of materials for teaching curriculum thinking and politics and the difficulty of evaluating learning outcomes.At the same time,due to the heavy teaching load of high school chemistry,teachers often neglect to cultivate students’ key competence of "scientific attitude and social responsibility".This study divides the curriculum thinking elements into four dimensions: scientific literacy,dialectical materialist outlook,patriotism and social responsibility.The key competence of "scientific attitude and social responsibility" is a part of the curriculum that overlaps with the key competence of chemistry.Therefore,this study integrates the concept of curriculum thinking and politics into high school chemistry teaching and investigates the implementation of students’ key competence of "scientific attitude and social responsibility".This study not only enriches the breadth of theoretical research on the thinking and politics of chemistry curriculum,but also expands the theoretical horizon of teachers’ teaching design in high school chemistry,and provides some reference for the teaching work related to the integration of chemistry subject knowledge and ideological and political education in high school chemistry.In this paper,we use literature analysis and questionnaires to find out the integration of thinking politics into the high school chemistry curriculum and the implementation of "scientific attitude and social responsibility" key competence among students in a high school in Guangzhou.Based on the theory of implicit curriculum education and the ADDIE model(instructional design model with five phases: analysis,design,development,implementation,and evaluation),we propose an instructional design model for the integration of thinking politics into the curriculum to cultivate the key competence of "scientific attitude and social responsibility".The model consists of five parts,which are setting the teaching objectives of Civics,exploring the Civics materials,determining the teaching methods,integrating the teaching links,and designing the classroom multiple evaluations.we take "Metallic Materials" and "Chlorine and its Compounds" as examples to design and implement teaching.Combining classroom observation,teachers’ interview and student post-test analysis,the following conclusions are drawn: teaching that incorporates the concept of ideological and political education has a certain effect on the formation of students’ key competence of "scientific attitude and social responsibility",and does not have a negative impact on students’ academic learning,but is more conducive to students’ overall development.Based on this,the following four suggestions are put forward:(1)to enhance teachers’ awareness of ideological and political education and broaden communication channels;(2)to enrich teachers’ knowledge base of ideological and political education;(3)to create a favorable ideological and political education environment;(4)to refine the assessment methods of students and teachers’ ideological and political education.