A Study On The Teaching Strategy Of Senior Three Chemistry Review Course Based On The Discipline Core Competency

Under the background of the Chinese Ministry of Education's development of "core literacy" for Chinese students and the reform of China's basic education curriculum,based on the combination of chemistry basic education and teaching practice,this study selects the grade 3 of senior high school chemistry review course teaching strategy as the research object.Through literature review,personal interviews,questionnaire surveys,the teaching strategy of the junior high school chemistry review course based on subject core literacy is derived.At the same time,the teaching practice was carried out to verify the conclusions,so as to summarize the overall strategy of the senior third round,second round and sprint review.Based on the "core literacy",constructivist learning concept and teaching process optimization theory,this study combined with the results of the survey on the teaching strategy of senior high school chemistry review class,put forward the "content" and"method" based on the core literacy "," Formal "and" comprehensive "teaching strategies,and then through empirical research to get the macroscopic and microscopic strategy conclusions of the full review of senior three chemistry.This study is divided into six chapters.The first chapter introduces the research origin,research status,research significance,research ideas and methods.The second chapter carries on the definition of the concept and explain the theoretical basis;The third chapter grasps the current situation of the teaching strategy of the junior high school chemistry review course through personal interviews and questionnaires.The fourth chapter proposes the teaching strategy of the junior high school chemistry review course based on the core literacy of the current teaching strategy.The fifth chapter demonstrates the effectiveness of the teaching strategy of the senior three chemistry review course based on the core literacy of the subject through teaching practice.The last chapter summarizes research conclusions,research innovations,inadequacies in reflection,and points out future directions for the study.The research conclusion is as follows:Macroscopically,the senior three chemistry teaching strategy based on the core literacy of the discipline requires teachers:one round of review utilizes the class teaching system based on teacher lectures to lay a solid foundation and initially perceive the core literacy of the subject;the second round of review rationally uses individual and group wisdom to carry out special training The core literacy of disciplines is systematically cultivated;the sprint review stage is flexibly arranged,but the teaching effect must strive for excellence and comprehensively improve the core literacy of disciplines.Microscopically,the teaching strategy hopes that teachers will always guide students to closely test points,strategic response,learn methods,cultivate ability,improve thinking,.and implement literacy,to achieve accurate review content,structure problem-solving strategies,efficient learning methods,comprehensive ability improvement,deepening thinking growth,and implement literacy...