Application And Teaching Strategies Of Chemistry History In Junior Middle School In The Background Of Develop Core Literacy

16th January,2018,The Ministry of Education of China promulgated the "Standards for Chemistry Curriculum for Ordinary High Schools"(2017 Edition)(hereinafter referred to as the "new curriculum standard")officially,which present the main theme “develop students' core literacy of chemistry” is the biggest change from the previous curriculum.At the same time,the nature of the new curriculum standard also indicates that the general high school chemistry curriculum is a basic education curriculum linked to the nine-year compulsory education “Chemistry” or “Science”,junior middle school chemistry education and high school chemistry education have same roots.At the same time,junior middle school stage is a crucial period for students' physical and mental development,students have good plasticity,therefore,cultivating students' core literacy of chemistry is also the focus and the theme of junior middle school chemistry teaching.Chemistry history is a part of chemistry teaching,which contains rich teaching value.Under the teaching theme of cultivating students' core literacy of chemistry,the paper studied how to use chemistry history to develop students' core literacy of chemistry.Based on the research background,the research objectives and tasks are determined first.Then investigated the domestic and international research status related to core literacy and chemical history,defined the theoretical basis and related concepts of the research.Followed by a questionnaire,investigated the current situation of chemistry history teaching in junior middle school chemistry class in Luoyang City,analyzed the causes of the current status of chemistry teaching history,continue to investigate the mastery of chemistry history and classroom feedback of junior middle school students in Luoyang,analyze the causes and get the conclusion.In view of the current status and problems of the application of chemistry history in the junior middle school chemistry class,based on the study of the educational function of the chemical history and the connotation requirements of the core literacy of the chemical discipline,proposed the corresponding fusion strategies from the five dimensions of core literacy of chemistry disciplines.Then,from the determination of teaching themes,the formulation of teaching objectives,the choice of teaching materials,the choice of teaching mode,and the creation of teaching process,the teaching design strategies of chemical history in junior middle school chemistry under the background of core literacy are proposed,hope can provide some reference ideas for junior middle school chemistry teachers to introduce chemistry history into the classroom.For the proposed teaching strategy,this paper selects two courses,the “Conservation of Masses” and “Common Acids and Alkali(First Class)”,which are relatively important in junior middle school and have rich connotations in chemical history to carry out teaching design.The teaching design include textbook analysis,analysis of the situation,description of teaching methods,teaching difficulties,teaching methods,teaching flow charts,and teaching activities.Take advantage of the convenience of internship,the above teaching design of "Conservation of Quality" was applied to the classroom teaching of the second class of the 9th grade of Dongming Experimental Middle School in Luoyang City,and the regular classroom teaching in the parallel second class of the 9th grade was used as a control sample.Peer teachers are invited to come and observe the classroom evaluation and videotape the whole course of the two classroom teaching processes.After class,peer teachers are invited to conduct classroom evaluation and data analysis using the "Evaluation Index System of Middle School Chemistry Classroom Teaching for Core Literacy Cultivation" proposed by Xu Dongfang of Central China Normal University.By compared the teaching results of the experimental class and the control class,the analysis results shows that the teaching effect of the experimental class teaching design shows differences in teaching process,thinking construction and goal achievement,and the score is higher than the control class;The experimental class also showed a large difference in most of the secondary indicators with control class,and the score was higher than the control class.Next evaluate the classroom content from the perspective of the students,through student interviews,interview results shows that from the aspects of learning interest,understanding of knowledge points,and the degree of appreciation of teaching methods,students' evaluations of the teaching design of chemistry history with class are higher than the evaluations of conventional teaching design.Combined with the above work description,the teaching strategy of using chemistry history to develop core literacy of chemistry is effective.The teaching design of using chemistry history to develop chemistry core literacy is more in line with the teaching evaluation standard of chemistry classroom under the background of core literacy.The teaching effect is better than the conventional teaching design,and it also contributes to the cultivation of students' core literacy.In addition,there are still many areas need to be improved in the design of the paper and the design and implementation of the teaching case.The application of chemical history in the junior middle school in the context of core literacy,the study of using chemistry history to develop core literacy of chemistry also needs to be deepened,which are also the direction that needs to be worked out in the future.