Research On Teaching Design And Practice Based On "Core Literacy"

Faced with the ever-changing science and technology and the globalization of knowledge,various countries and regions in the world have proposed the educational issue “core quality” from multiple perspectives based on their own economic conditions and combined with the needs of social development and the trend of educational development.Core quality belongs to the 21 st century,and it is the embodiment of the social value of the discipline.To make knowledge available to society,it is necessary to develop core quality.The 18 th National Congress of the Communist Party of China proposed the fundamental task of “Establishing ethics and cultivating people” in basic education.To achieve this goal,it needs to be implemented specifically to develop students' core quality.The cultivation and development of students' core quality is realized in class.Thus,the new round of high school chemistry curriculum reform aims to cultivate “core quality”,the promotion and implementation of which requires high school chemistry teachers to possess a profound understanding and cognition of “core quality”,reflect them in instructional design and practice in classroom teaching.On the basis of reading a large amount of literature,this paper elaborated on the content of the core quality of chemistry subjects.Under the guidance of the theories of constructivism and humanistic learning theory,it summarized the teaching connotation of chemical core quality.Taking the three themes in the module of chemical reaction theory as an example,three teaching design processes for core quality were proposed: "deconstructing core quality goals","creating real-life problem situations" and "diagnosis standards for core quality levels",and the "chemical balance" teaching design case of 3 hours was designed meticulously.Taking Zheng Yang No.2 Senior High School Class 9 Grade 2 in Zhumadian City of Henan Province as the experimental class,teaching methods such as “constructing cognitive models”,“developing experimental investigations”,and “enhancement of knowledge applications” were applied in the classroom to help cultivate the students' changing concept and balancing thought,evidence reasoning and model cognition,scientific inquiry and other qualities.At the same time,the teaching design cases were presented to 10 teachers in the chemistry group of Grade 2 of the school,and the empirical study was conducted on the effectiveness of teaching design procedures and cases based on “core quality” through an interview with some teachers and students and a questionnaire survey of students in experimental classes.Two conclusions were acquired via rethinking of the classroom practice,the results of the questionnaire survey and the analysis of the contents of the interview.First,teaching design based on “core qualities” is conducive to inspire students' interest in learning,improve students' initiative,and cultivate students' spirit of cooperation and ability to solve problems.Second,the teaching of “core qualities” is conducive to students' overall development and adaptation to the key qualities and necessary capabilities of the society.