Based On BOPPPS Model High School Chemistry "Macro-Identification And Micro-Analysis" Literacy Teaching Research

The literacy of "macro identification and micro analysis" is the first of the core literacy of chemistry,which occupies an important position in the study of chemistry in high school,taking the analysis of the first volume of the compulsory chemistry textbook as an example,which is reflected in all chapters of the textbook.However,through a large number of literature searches and interviews with front-line chemistry teachers,it is learned that the literacy of "macro identification and micro exploration" has not received extensive attention in both teaching research and actual teaching.Among them,there are very few literature studies related to the "macro identification and micro exploration" literacy of the BOPPS model,and few teachers combine the two in actual teaching.However,the BOPPPS model is a student-centered,especially focusing on the activity of the teaching classroom and student participation,and can well standardize teachers’ behavior,improve teaching efficiency,and promote the achievement of core literacy in the classroom.Therefore,based on the BOPPPS model,the author conducts research on the teaching of "macro identification and micro exploration" literacy in high school chemistry.The first chapter of this paper systematically discusses the literacy and BOPPPS model of "macro identification and micro exploration" through a large number of literature searches,explores the possibility of combining the two,and puts forward the research purpose of this paper.Chapter 2systematically introduces the theoretical basis of "macro identification and micro analysis" literacy and BOPPPS model.Chapter 3 deeply interprets the six links of BOPPPS teaching mode,compares the BOPPPS model with the traditional teaching mode and PBL mode,knows what are the advantages of BOPPPS mode,and then puts forward the teaching strategies corresponding to the six teaching links of BOPPPS mode.Chapter 4 learns about the understanding of "macro identification and micro exploration" literacy by chemistry teachers in practice schools and the views of "macro identification and micro exploration" literacy teaching using the BOPPPS model through practical investigation,and also understands that the development of each level and overall level of this literacy of students in the first(4)class and the first(6)class of high school is similar,which can be used as the object of comparative research in this paper.Chapter 5 selects the two subsections of "redox reaction" and "amount of substances" to design two types of new lectures and review courses based on the BOPPPS mode,and then analyzes the teaching practice,and compares and analyzes the improvement of the literacy of students in the first(4)class(control class)and the first(6)class(experimental class)of the high school according to the test question questionnaire designed after the final examination paper of the first semester of the internship school,and knows that the teaching of BOPPPS mode has more advantages than traditional teaching in terms of "macro identification and micro exploration" literacy level 1,level 2,level 3 and overall level teaching.