Research On The Selection And Use Of Situational Materials For Chemistry Teaching Based On Discipline Core Accomplishment

With the reform and development of the chemistry curriculum,"chemical core literacy" has become a research hotspot in the field of chemistry education.In the current research on chemical core literacy,the main focus is on the development of a literacy-oriented teaching strategy research,and the teaching design of a certain teaching content from the perspective of literacy.The research on the practice of “literacy-based” classroom teaching is not sufficient.Combining the educational philosophy of the general high school chemistry curriculum standard(2017 edition),the fundamental task of Lide Shuren is implemented;This thesis focuses on the core literacy,starting from the educational function of the situational material,selecting the material in a targeted manner,and creating a teaching situation that matches the teaching method;The literacy-based chemistry class has a “contextuality”.The real and specific problem situation is an important platform for the formation and development of students’ core literacy,providing a real performance opportunity for the core literacy.By analyzing the status quo of core literacy and situational material research at home and abroad,combined with the requirements of new curriculum reform and development,the background,purpose,significance,method and content of this thesis are discussed.With reference to the Laurind Leite analytical scale and the new curriculum standard literacy dimension,the characteristics of the contextual material resources of the compulsory secondary school high school are analyzed from the dimensions of content material,presentation mode and literacy orientation.Then design a questionnaire survey to understand the status quo of the use of situational materials and the students’ cognition in the compulsory compulsory stage of high school chemistry,and provide reference for the literacy-based chemistry teaching situation material selection.On this basis,based on the relationship cognition theory,the theory of learning transfer and the relationship between core literacy development and situational material,the principle of selecting the chemistry teaching material based on the core literacy of the discipline is proposed: effectiveness,scientific,advanced and integrated.The principle of theimplementation of the chemistry classroom teaching situation material selection strategy:(1)Taking the production and life as the background to ensure the real interest of the material;(2)Taking the core knowledge as the leading factor and embodying the knowledge and education of the material;(3)Paying attention to the history of chemical development and increasing the experience of the development process;(4)Carefully create problem situations and develop the innovation of scientific inquiry.Finally,a model of context material selection and use based on the core literacy of the discipline is established.The model consists of five parts: “ senior dimension → subject theme → situational material → situational analysis → situational creation”,and gives specific examples of the model.In order to test the principles,strategies,feasibility and effectiveness of this paper,the author conducted a semester teaching practice with a high school class 25 and 26 in Yulin City as the research object.In the process of practice,the literacy level test and paper-and-pen test method are used to test the effect of teaching practice,and the changes in students’ core literacy are mainly examined.Finally,the following conclusions are drawn: the real and meaningful classroom teaching situation is an important platform for the formation and development of students’ core literacy;the implementation of literacy-based classroom teaching requires the integration and integration of context and knowledge.The principles and strategies for the selection of situational materials proposed in this thesis are applicable to the selection and use of situational materials in high school chemistry classroom teaching;it helps first-line teachers to create teaching contexts based on core literacy of disciplines and develop the educational value of contextual materials.At present,the core literacy and classroom teaching practice research is slightly thin,plus the research object,practice time and limitations of their own research capabilities;There are still some shortcomings in this study.The teaching principles,strategies and models proposed in the paper have yet to be perfected and verified in teaching practice.