An Empirical Study On The Implementation Of Literacy Based Teaching To Improve Students' Chemical Core Literacy Level

With With the release of 2017 senior high school chemistry new curriculum standard(hereinafter referred to as “the new curriculum standard”),chemistry core literacy has become a hot spot of current chemical education research.However,in order to effectively implement the promotion of students' chemical core literacy level in specific teaching,it is still necessary for front-line teachers to explore the effective teaching strategy of “literacy based” in combination with practice,so as to accelerate the promotion and significance of the subject core literacy.It is one of the basic principles of effective teaching to implement the consistency of teaching objectives,process and evaluation.From the perspective of literature analysis on the core literacy of chemistry after the promulgation of the new curriculum standard,most of the research on the level of core literacy of chemistry is conducted from the perspective of classroom teaching or evaluation,while the research on the combination and unity of the two is still relatively lacking.This research situation undoubtedly weakens the guiding value and demonstration effect that research itself should have on practical teaching.Therefore,based on Bloom's educational goal taxonomy and its effective teaching theory,this study combines quality-based classroom teaching with quality level evaluation,which has a strong practical value for exploring effective teaching strategies to better improve students' core quality level.In view of the knowledge of “primary battery” is the representative of high school chemistry principles,this study takes the subjective teaching strategy as the core to design the quality-based “primary battery” classroom teaching,and compilesthe quality level test questions to evaluate the teaching effect.The results show that compared with the traditional teaching,the classroom teaching and its strategies under the condition of controlling the influencing factors have more positive significance for improving the level of chemical core literacy.This paper consists of eight chapters,which are summarized as follows:The first chapter summarizes the research status of core literacy at home and abroad and the research status of chemical core literacy at home and abroad,understands the existing research views,and summarizes the literacy based teaching strategies.On this basis,find out innovative research points and determine the research direction.The second chapter summarizes the content,purpose,significance,ideas and methods of this study.The research content is as follows: the research of chemical core literacy is refined to the specific performance of different levels of core literacy dimensions,on this basis,to achieve the unity of literacy based classroom teaching and literacy level evaluation,and literacy based classroom teaching should be guided by subjective strategies.The purpose of this study is to provide a reference for the front-line teachers and how to improve students' chemical core literacy level more effectively.The third chapter: define the core concept of this paper,such as literacy based teaching design,core literacy level.At the same time,it introduces the theoretical basis of this paper,taking the theory of constructivism and humanistic learning as the guidance to build the literacy based teaching design of “primary battery”,and taking the theory of Bloom's teaching goal taxonomy as the guidance to achieve the consistency of teaching,learning and evaluation in this study.The fourth chapter: build the literacy based teaching design of “primary battery”,which focuses on the combination of teaching objectives and evaluation objectives under the guidance of chemical core quality,and is detailed to all levels of the quality dimension;focuses on the design of teaching activities to promote the development of core quality;focuses on the analysis of teaching activities based on the knowledge line and quality line;focuses on the reasonable distribution of learners' tasks in teaching.The teaching design is divided into three periods,with the subjectivitystrategy as the core.The five chapter: in order to evaluate the specific level of students' core literacy,this study attempts to change the evaluation method from simple knowledge level to chemical core literacy level.Based on the different performance of the four levels of literacy dimensions in the new curriculum standard,it develops four sets of core literacy level evaluation diagnostic test questions corresponding to the literacy based teaching design,They are the real-time test questions of three class hours and the comprehensive test questions of primary battery one month later.The sixth chapter: carry out empirical research(and carry out the hierarchical research on the subjects of the study: excellent students,middle students and weak students).Control the only variable: the experimental class carries out literacy based classroom teaching,while the control class carries out traditional teaching.After,using the same test paper to test the literacy level,combined with the performance analysis method to analyze the pre-test and post test data of the experimental class and the control class.Finally,it is verified that the literacy based teaching design and its strategies have significantly better effect than the traditional teaching and its strategies on the improvement of students' core literacy level.The seventh chapter: combined with the questionnaire and interview method,the research object and the teachers are interviewed about the feeling and evaluation of literacy based teaching method,and the post test data are analyzed.The eight chapter:Come to the conclusion.(1)It puts forward the mode and strategy of literacy based classroom teaching.Based on the learning mode of “putting forward problems,conducting independent experiments,discussing and correcting,and solving problems”,and then this paper puts forward the following main teaching strategies:(1)creating the learning mechanism of real life situation activities to induce students' self exploration,and highlighting social responsibility.(2)Teachers use the main problem of overall grasp to drive learning tasks,divergent reasoning and macro micro analysis thinking.(3)Cooperative learning and discussion learning are the main ways of classroom organization to develop reasoning ability.(4)Pay attention to students' Stratification and promote peer learning among students of different academic levels.(2)Compiling the teaching design of "primary battery" based on the mode and strategy(3)the subjective teaching strategy is conducive to promoting the level of average students' literacy.In the hierarchical statistical results of students' learning results,the impact on students in learning reached a significant level.Based on the results of empirical research,this study puts forward teaching suggestions(1)to implement literacy based teaching,in order to promote the overall development of students.(2)Strengthen the implementation of the subjective teaching strategy,and promote the transformation of students in learning to students with excellent learning.