Teaching Practice Research Based On The Concept Of STSEC

With the deepening of people's understanding,people realize science,technology,society,and environment are closely related.Then the concept of STSE education was put forward.In 2017,the core literacy of chemistry was proposed in the new curriculum standards.From the perspective of educating people's values,“scientific inquiry and innovation consciousness”,“scientific attitude and social responsibility”emphasize three aspects of science,innovation and society.Cultivating students' awareness of innovation was more valued,which echoed STSE education concept.The development of society was based on science and technology,with innovative talents as the link to promote the harmonious development of the environment and society.Therefore,starting from the four dimensions of Science,Technology,Society and Environment,students' innovative thinking and sense of social responsibility were cultivated.Than the concept of STSEC education was refined.Main research methods included literature methodology,questionnaire and interview,case analysis.Firstly,domestic and foreigh researches were analyzed.Secondly,the relevant theoretical basis was proposed and the concept of "STSEC education" was defined.Then the basis for implementing STSEC in non-metals and their compounds was analyzed.Subsequently,non-metals and their compounds were designed into cases and tested to provide reflection and recommendations.This paper was divided into six parts of the teaching practice research based on the concept of STSEC——taking non-metals and their compounds as examples.The first part,mainly included the research background,research status,research significance,research methods and ideas.In the second part,the theoretical basis of“life education”?“STSE education”?“innovative education” were put forward,and the core concept of “STSEC education” was defined.In the third part,the application of STSEC in non-metals and their compounds was analyzed from four aspects: textbook content,general high school chemistry curriculum standards,academic level test,and teaching status.In the fourth part,the non-metal and its compounds was selected in the fourth chapter of the Practitioner High School Chemistry Textbook.Four typical non-metallic elements: “silicon”?“chlorine”? “sulfur”?“nitrogen” were designed to teach specific cases.In the fifth part,the teaching effect of the case was analyzed,including data analysis of pre-test and post-test.The sixth part was the research results and prospects.Combined with the knowledge characteristics of “non-metals and their compounds” in the PEP version,based on the concept of STSEC education,the specific teaching cases were proposed.It was expected to develop students' innovative thinking and provide first-line teachers with general methods and rules for teaching non-metals and their compounds.