Research On The Practice Of Teaching Design Based On Multiple Intelligence Theory And Core Chemistry Literacy

Chemistry is a compulsory subject for high school students.In recent years,the three-dimensional teaching goal of “knowledge and skills,processes and methods,emotional attitudes and values” has been used.The promulgation of the “General Senior High School Chemistry Curriculum Standard”(2017 Edition)merges three-dimensional teaching objectives into core literacy of chemistry as a new teaching goal orientation for chemistry teachers.However,during the internship in middle school,the author found that it was still difficult for front-line chemistry teachers to turn the three-dimensional target to the core chemistry of chemistry when teaching design.This is not conducive to the cultivation and comprehensive development of students' core chemistry literacy,nor to the professional development of teachers.The theory of multiple intelligences proposed by Harvard professor Howard Gardner has a long history,and its underlying educational philosophy is consistent with the core chemistry of chemistry,so it can be used as a bridge to achieve three-dimensional goals and turn to chemistry core literacy.Fusion has certain practical significance.Based on the theory of multiple intelligences,this article selects the content of organic chemistry in the compulsory textbooks of high school chemistry 2 to integrate chemistry core literacy into teaching design and apply it to practice,so as to promote students to master chemistry knowledge,cultivate multiple intelligences and chemistry core literacy,and help the professional development of chemistry teachers.This article describes the following five parts through the literature research method,action research method,questionnaire survey method and interview method:The first part is the introduction.The content includes the questioning,research purpose and significance,and research method.The second part defines related concepts and discusses the current research status at home and abroad and theoretical basis.The third part explains the problems existing in traditional chemistry teaching,the relationship between multiple intelligences and core literacy of chemistry,and the advantages of multiple intelligences theory in chemistry teaching.The fourth part selects the two-hour organic chemistry content of "Simplest Organic Compounds-Methane" and "Basic Chemical Materials from Petroleum and Coal-Benzene" in the high school chemistry 2 compulsory textbooks.It analyzes the content and academic situation of the textbooks and is based on the theory of multiple intelligences.Incorporate the core chemistry of chemistry for instructional design and apply it to selected experimental classes for practice,and select control classes for comparative teaching.Follow-up evaluations of practice results with practice tests,questionnaires,case studies,etc.to test whether student achievements have improved.The training situation of multiple intelligences and core chemistry of chemistry,understand the applicability of this instructional design and help the professional development of teachers.The fifth part is the conclusion and prospect.Summarize the research conclusions and reflect on the shortcomings,and put forward the prospects of the research prospects of the teaching design practice of multiple intelligence theory combined with the core chemistry of chemistry-taking high school organic chemistry as an example.