Research On The Teaching Design Of High School Chemistry Class Based On The Literary Oriented

In March 2014,China's ministry of education issued "the opinions of comprehensively deepen reform of the curriculum and carrying out the fundamental task of cultivating talents"."The opinions" has definitely required developing a system of students' core literacy,planning the degree to which students should meet after completing the learning content of different semesters,different grades and different subjects and integrated the core literacy into various teaching subjects.However,under the baton of the college entrance examination,in order to enable students to acquire more knowledge in a limited teaching time,most teachers are still adopting a "large capacity,high density,fast pace" approach to the processing of teaching content.Unfortunately,this approach counters to requirements of the times which need cultivating capable talents.For chemistry teachers,an important problem that surrounds their eyes is how to truly turn teaching into the track of developing students' core literacy.Teaching design is an important factor in determining the quality of teaching.Therefore,it is meaning to study the design of high school chemistry classroom teaching based on "literacy-based".In this study,literature research,questionnaire survey,educational experiment method and education statistics method were used to discuss the problems existing in the teaching design of high school chemistry teachers,analyze the causes behind the design problems,attempt to construct a "scientific-based" teaching design pattern,and put forward the specific teaching design principles.Of course,the chemistry teaching design cases of basic concept class,basic theory class and elemental compound were also developed,and the educational experiment was carried out accordingly.This study is divided into five parts.The first part is the introduction,which explains the research background and research significance from the needs of the development of the times,and combs the research status of core literacy,core literacy of chemistry and teaching design,and presents research ideas and methods.The second part is the theoretical basis,The second part is the theoretical basis,which mainly defines the core literacy,the core literacy of the discipline,the connotation of the core literacy of the chemistry discipline,the concept of "literacy-based" classroom teaching characteristics,and briefly expounds the theoretical basis of the research.The third part is the preparation,implementation and analysis of the survey tools.It investigates the status quo of the "literacy-based" teaching design in the first-line teacher group.Through the statistical results of the data,four major problems were discovered:?There is less awareness of core literacy;?Teaching design concept is not enough to keep up with the times;?Teaching activities flow on the surface;?Teaching evaluation is not detailed enough.The fourth part is the teaching design plan,which discusses the literacy-oriented instructional design procedure,and develops three types of instructional design cases.The fifth part is experimental analysis and strategy analysis.It selects two classes with the same knowledge base and ability level to conduct educational experiments.Through the results of pre-test and post-test,it is confirmed that the literacy-oriented instructional design has an effect on the improvement of students' core literacy level.The sixth part is the conclusion and reflection of the research,which summarizes the research results of this topic,and reflects on the shortcomings in the research.Based on the results of this survey,combined with the discipline nature and subject value of chemistry,a literacy-oriented instructional design strategies were proposed,which mainly include six points:?promote the understanding of chemistry and improve the understanding ability of chemistry;?explore the literacy content of teaching content and formulate clear teaching and evaluation goals;?create realistic and specific learning situations and refine accurate and appropriate problem clues;?scientifically divide the teaching section of the classroom and design progressive learning tasks;?develop high-level experimental inquiry activities and rationally expand the breadth of teaching design;)highlight the overall planning of teaching design,and realize the integration of"teaching,learning and evaluation".