Research On The Design Of Homework To Promote The Development Of Chemistry Ability Of Senior One Students

It has become a common consensus among researchers to infiltrate the core literacy of chemistry into chemistry education and teaching,and the cultivation of chemistry ability is the key to the formation of students’ core literacy,so the cultivation of chemistry ability should be implemented in students’ learning activities.As an important part of teaching activities,homework plays an important role in guiding before class,consolidating class and improving after class.The quality of homework design directly affects the development of students’ subject ability.Therefore,we should not only pay more attention to the development of subject design ability,but also pay more attention to the homework design oriented to the development of subject ability,actively exploring the mode and method of homework design to promote the development of subject ability.This research studied the problems in the homework design of senior one students,arounding the core purpose of promoting the development of subject ability.The following points are elaborated for the research work:First,through questionnaire survey and teacher interview,we understood the current situation of homework design.the study found that although teachers were deeply aware of the importance of homework oriented to subject ability,there were many problems in homework design,such as the lag of the overall content design of homework,the imbalance of the proportion of different dimensions of subject ability in homework,and the serious deficiency of the original homework in the level of demonstration and simple design ability.the adjustment of homework design elements presented problems such as large number of homework questions and single type of homework.From the perspective of subject ability,the key cause to the above problems was that teachers had deviations in their understanding of chemistry subject ability,and their understanding of chemistry subject ability was not deep enough.Second,this research designed the performance indicators of elemental compounds and primary batteries for high school students through the subject ability model,the academic requirements of the curriculum standards,and the learning activities and knowledge to strengthen the scientificity and practicability.In view of the essence of the subject ability,it was proposed four principles,which are the basic principle,the cognitive principle,the advanced principle and the scientific principle.Six strategies were proposed to promote the development of the subject ability,and an operation design procedure was developed,which included setting the operation objective,developing the knowledge ability framework,selecting the materials,adjusting and controlling the elements,reflecting and optimizing the operation.Third,in order to implement theoretical research into practice,the paper used "iron diversity" and "sulfur transformation" as case carriers,showing detailed specific operation design ideas and processes.One month of homework intervention was carried out in the experimental class,and the effectiveness of the design principles and strategies of this study was explored through the subject ability test,the difference analysis of the results before and after,and the interview of students.Through the research,it was found that this chemistry homework design had certain effects in students’ enthusiasm for completing homework and concerned academic achievements,effectively developing their ability level in various disciplines of chemistry,especially in the ability activities of explanation,demonstration,analysis and interpretation and simple design.Specifically,more students can actively and systematically solve problem from price state and category generality.The homework design strategy of adding a knowledge sorting area was helpful to improve the students’ ability of identifying memory and summarizing relevance.In addition,this research also found that the long-term contact with the valence states of common elements can easily lead to thinking inertia.When they were familiar with the unfamiliar valence states of elements,they were not sensitive to the valence states of elements,and it was difficult to use the valence states to predict the properties,resulting in the poor performance of inference and prediction ability.