The Practical Application Of Chemistry Concept Construction Based On Chemistry Discipline Key Competencies In Micro-lecture

With the rapid development of science and technology in the world and the rapid popularization of new internet media,people’s ways of production,life and learning are constantly changing,and the country is facing new challenges in cultivating people.The education department revised the " Compulsory Education Curriculum Standards: Chemistry(2022 Edition)" with the guidance of Xi Jinping thought on socialism with Chinese characteristics for a new era.It is clearly pointed out that the chemistry curriculum of compulsory education revolves around four basic key competencies.Teachers are encouraged to make full use of "Micro lecture" resources to carry out online and offline mixed teaching according to the teaching content.With the outbreak of COVID-19 in 2020,offline teaching methods are affected,students’ learning effects is not guaranteed,and the development of chemical key competencies is affected."Micro lecture" learning is not limited by time and space,which is used by the majority of educators to improve teaching effects and develop key competencies.Under this background,the research methods of literature method,questionnaire survey method,interview method,experiment method and other research methods are used to investigate the development of "chemical concept" of chemical key competencies,which the normal and traditional teaching were carried out in a junior high school in Guiyang City.According to the learning situation,nine "micro lectures" are designed to investigate whether the use of "micro lecture" teaching is conducive to the development of students’ "chemical concept" of chemical key competencies.This study consists of seven parts:The first part is introduction.The research background,research overview of "micro lecture" and "chemical key competencies",research purpose,research significance,research ideas and research methods are introduced.The second part is theoretical overview.The learning theory,microlearning theory,connectionism theory and constructivism theory are introduced,which provide educational theoretical support for making "micro lecture".The content of "chemical concept" proposed by the chemistry curriculum standard in the textbook are analyzed,which provide a selection range for the teaching content of "micro lecture".The third part is investigation and analysis.The questionnaire survey was used to understand the first-line chemistry teachers’ recognition degree,scope of application,teaching result and the limiting factors of "micro lecture" for use,which provided feasible guidance for this study.At the same time,the development of "chemical concept" of ninth grade’s students are investigated in order to prepare for the design of "micro lecture" that meet their learning situation.The fourth part is the content selection and production process of "micro lecture".Based on the investigation of the development of students’ "chemical concept",nine "micro lectures" are established according to the curriculum standards and textbook content.The teaching content is organized with three experienced backbone teachers’ advice.The courseware is made by the powerful software named PPT,which produce courseware and record the screen to generate "micro lecture" for reflection and formation of teaching ideas.The fifth part is teaching practice research.The content of "micro lecture record" and teaching design are introduced.The sixth part is the evaluation and analysis of practice effect.With the guidance of three district-level key teachers,the test paper was designed to carry out delayed tests for experimental class and control class and the score of knowledge of "chemical concept" of experimental class and control class in Guiyang quality testing in December 2022 was counted.The practical results show that,based on students’ learning situation,the design of chemistry "micro lecture" has a significant impact on the development of students’ "chemical concept",which is the chemical key competencies.The seventh part is conclusion and prospect.The conclusions of this teaching research and reflect on the shortcomings are summarized.