| It has been paid attention to their curriculum for chemistry teachers to conduct their teaching based on the unique properties of chemistry due to the influence of the idea of "The college examination decides the lifelong".But always use the teaching method like "spoonfeeding" and "rehash".The students are still under the command of exam-oriented education.They obtain a large number of professional knowledge,but they don't know how to use these knowledge in practice.From children to young teenagers,their thoughts change from "daring to imagine" to "daring not to imagine",to "being not want to thinking",to "being not thinking".What kind of talents should chemistry education cultivate? The "chemistry curriculum standards for senior high schools(2017 edition)" issued in 2018 has put forward new requirements on chemistry teaching,which conform to the trend of international development.The "chemistry curriculum standards for senior high schools(2017 edition)" which clearly proposes chemistry core literacy specificly emphasizes that the education cultivate adaptable talents with subject core literacy.This innovation requires teachers to change rigid teaching methods,training talents which are used for reference.Thematic teaching which is conform to the subject core literacy emphasizes that students learn to acquire "direct experience" proactively in certain situations.Based on the subject core literacy,the author put forward the research on the chemistrythematic teaching mode in senior high school,and practiced the proposed chemistry thematic teaching mode to test its effectiveness.In order to put forward the chemistry teaching mode and measure its practical value,this paper makes the following research.The first was to research the development status and trend of chemistry education in China,as well as to review relevant research literature of thematic teaching at home and abroad.It is clearly to put forward the research purpose and significance of subject core literacy-based chemistry thematic teaching.Secondly,according to constructivism,humanism and stse-ism,this paper explained the feasibility of subject core literacy-based chemistry thematic teaching.And the auther analyzed and summarized the chemistry thematic teaching model proposed by various researchers to summarize the elements of the previous thematic teaching model.Thirdly,this paper put forward the subject core literacy-based chemistry thematic teaching model of senior high school based on the previous research experience and analyzed the major specific elements of subject core literacy-based chemistry thematic teaching model of senior high school.Fourthly,the teaching design of "sodium and its oxide" and "application of chlorine gas" is designed in line with the subject core literacy-based chemistry thematic teaching mode of senior high school and its elements.Fifth,the teaching practice of class 841(experimental class)and class840(control class)of 2018 in Hunman First Normal University was totest the influence of the subject core literacy-based chemistry thematic teaching mode of senior high school on the students' qualities of "macroscopic identification and microscopic analysis" and "evidential reasoning".Moreover,the teaching interview of "the current situation of high school chemistry thematic teaching" was gave to the front-line teachers.Relevant Suggestions were put forward.Through the research,it is found that the subject core literacy-based chemistry thematic teaching mode of senior high school has educational value and has guiding significance to arrange teaching work and design teaching design.Chemical thematic teaching is meaningful and feasible,because seven-eighths the "macroscopic identification and microscopic analysis" and "evidential reasoning" of students in the experimental class was higher than that students in the comparative class.And learning enthusiasm of students in the experimental class was apparetly higher than that in comparative class.Students in the experimental classes were full of enthusiasm about the teaching situation creating by teacher,explored situational problem actively and were good at transferring knowledge. |
