The Practice Research On Chemistry Classroom Teaching In Senior High School Based On The Core Literacy Of Chemistry Discipline

Core literacy plays an important role and prominent position in comprehensively deepening curriculum reform and implementing the fundamental tasks of strengthening moral education and cultivating people.The most important component of core literacy is the core literacy of disciplines which need to be realized through subject teaching.Developing the core literacy of students' chemistry in chemistry classroom teaching is not only beneficial to improving the effectiveness of chemistry classroom teaching,but also beneficial to the overall development of students.Firstly,in this research,the literature method is used to elaborate the connotation,composition and implementation of core literacy and core literacy of chemistry,as well as the research status of chemical equilibrium teaching.On this basis,this essay interprets the core literacy of chemistry in the field of “changing ideas and balanced thinking” as well as “evidential reasoning and model cognition” which infiltrated into the chemical equilibrium teaching,and this essay summarizes and puts forward to the classroom teaching strategies of chemical equilibrium based on the core literacy of chemistry discipline.Finally,using the quasi-experimental research method,taking the students of two parallel classes in the second grade of Y middle School in Yongjing county as the research object,the core literacy teaching method based on chemistry discipline was carried out in the experimental class,and the traditional teaching method in the reference class.After more than a month of teaching practice,through the students' academic achievement and observation in class,the practical effect of the chemical equilibrium classroom teaching based on the core literacy of chemistry discipline is analyzed,and the effectiveness of this research is also analyzed.The research shows that the strategies of building models,creating learning situations,conducting inquiry learning activities,carrying out problem-based teaching,and having concept map teaching in the chemical equilibrium classroom teaching,not only improved students' academic performance,but also developed the core literacy of students' chemistry discipline in the field of “changing ideas and balanced thinking” as well as “evidential reasoning and model cognition”.The author suggests that,in thelight of the actual situation of their school and characteristics of students,the front-line chemistry teachers should combine the development of core literacy of chemistry discipline with classroom teaching practices so that it can enhance the overall core literacy of students' chemistry discipline and lay a solid foundation for fostering innovative talents adapting to the 21st century.