Teaching Design And Practice Research To Promote The Development Of Chemistry Core Literacy

The “General High School Curriculum Standard of Chemistry(2017 Edition)” clearly puts forward the connotation of chemistry core literacy.Chemistry is one of the basic disciplines of science education,it is very important to study chemistry core literacy for cultivating students' essential character and key ability in the future.This paper fully considerer the characteristics of students,guided by theoretical research and practice research as a method to carry out teaching design and practice research.There are four cases in this study.Case 1,“amount of substance”,is a bridge connecting macro and micro,which aims to promote the development of “macroscopic identification and microcosmic analysis” literacy.Case 2,“dispersion system and its classification”,implements the concept of classification and micro-particle in order to promote the development of “macroscopic identification and microcosmic analysis” and “scientific attitude and social responsibility” literacy.Case 3,“ammonia”,mainly implements the development of the concept of elements,combined with experiment inquiry to improve the experimental equipment,in order to promote the development of “scientific inquiry and innovation consciousness”,“macroscopic identification and microcosmic analysis” and “scientific attitude and social responsibility” literacy.Case 4,“oxidizability of sulfuric acid and nitric acid”,sulfuric acid and nitric acid are important representative of sulfur and nitrogen elements.Students carry on the experiment design and carry on the operation in the teaching,in order to promote the development of “scientific inquiry and innovation consciousness”,“macroscopic identification and microcosmic analysis” and “scientific attitude and social responsibility” literacy.This paper can draw the following conclusions:(1)In order to realize the implementation of the chemistry core literacy in class,according to the teaching objectives which are determined by analyzing the literacy meaning of knowledge points deeply,design teaching process and carry out teaching activities.Data analysis of four cases,in the case of “amount of substance”,the result of experimental class was better than that of control class,and the difference was not significant.In the case of “dispersion system and its classification”,“ammonia” and “oxidizability of sulfuric acid and nitric acid”,the results of the experimental class were better than those of the control class,and there was a significant difference in the results.Therefore,the core literacy instructional design is effective.(2)Four guiding teaching strategies are used in the teaching design to promote the development of chemistry core literacy: mining the logic line of knowledge,making use of model abstractions as concrete,and selecting chemical materials to enhance the significance of learning,guide “from shallow to deep” to carry on the experiment inquiry.The four teaching strategies have been implemented in teaching practice,and have achieved better results,which can provide ideas and perspectives for chemical educators.