Research On Integrating Crosscutting Concepts Into High School Chemistry Teaching

Under the background of the implementation of the new college entrance examination mode,the mode of self-selection of subjects fully takes into account the students’ own interests and the future career planning,but it also has a completely new requirement for senior high school teaching.To deal with the lack of talent,more and more educational researchers begin to pay attention to the cultivation of high school students ’ crosscutting accomplishment and ability.The Next Generation Science Education Standard(NGSS)has identified the degree of mastery of crosscutting concepts by students at different stages.On this basis,high school teaching began to integrate the crosscutting concepts.However,the research in this field in China focuses on the application value of crosscutting concepts,the relevance of crosscutting knowledge and the selection of teaching methods in physics,biology and geography.In order to better integrate the crosscutting concepts into high school chemistry teaching,this study mainly takes the crosscutting concepts of "stability and change" as an example.This paper selects the curriculum standards of chemistry,physics,biology and geography as the research object.Firstly,it makes a comprehensive analysis of the four new curriculum standards from the perspectives of curriculum nature,curriculum objectives and curriculum content,excavate the crosscutting concepts of "stability and change" and the correspondence between various disciplines,and summarize the cognitive development law of high school students to build "stability and change".Then,based on the performance expectation of senior high school students in the Next Generation Science Education Standard(NGSS)and the regular of cognitive development,it sums up the methods of integrating “stability and change”into teaching.In the practical research part,Fuzhou high school sophomore was selected for research,and the crosscutting concepts of "stability and change" is integrated into senior high school chemistry teaching.According to the constructivist theoretical evaluation system,the cognitive development law of "stability and change" summarized in theoretical research is taken as the evaluation standard,and the pretest and posttest of "stability and change" are passed,the content of the test questions involves the core concepts of chemistry,physics,biology and geography.It evaluates whether the students meet the requirements of "stability and change" in senior high school,and Whether it helps to improve the comprehensive quality and chemical ability of senior high school students.The results show that the crosscutting concept "stability and change" is strongly related to the knowledge of various disciplines in China’s senior high school,and its cognitive level can be summarized into five stages of "identification-description-analysisprediction-application".Drafting educational goals needs to combine the performance expectations in NGSS and requirements of Chinese Curriculum Standards.The choice of teaching method mainly depends on the teaching content and the level of students,and finally implements the five sub-concepts of "stability and change".Comparing pre-test results with post-test results,it can be concluded that integrating "stability and change" into high school chemistry teaching will help to improve students’ comprehensive quality and chemical ability comprehensive performance view.