| The 2017 edition of the "General High School Chemistry Curriculum Standards"(hereinafter referred to as the "New Curriculum Standards")formally proposed the concept of core literacy in chemistry,and clearly points out that the mode of talent training should be changed,and the teaching content should strengthen the relationship between subject knowledge and life,with the aim of cultivating students’ chemistry discipline core literacy.Therefore,in order to effectively improve the traditional teaching mode of high school chemistry in the current examination-oriented education environment,fit the educational philosophy of cultivating students’ life-long development,closely link chemistry and life,and carry out high school chemistry teaching research based on the core literacy of the discipline.The aim is to deeply integrate chemistry with life,to perceive that chemistry knowledge comes from life,and life is full of chemistry,so as to improve students’ ability to apply what they have learned and solve practical problems,and implement the development of core literacy.The preliminary work of this research is to sort out a large number of related literature on the core literacy of chemistry and high school chemistry life teaching,the purpose is to understand the background and current situation of high school chemistry life teaching research based on the core literacy of the discipline,and then explain the value of the research and determine the research ideas.This paper adopts four methods of literature analysis,questionnaire survey,interview,and case study to carry out research,further discussing the core concepts and theoretical basis,and providing sufficient theoretical support for the subject research.In order to understand the current situation of high school chemistry teaching in daily life,the author randomly selected students from the first and second grades of Mianyang S Middle School to conduct a questionnaire survey,and then interviewed the teachers of the first and second grades.From the survey results,students have a high degree of recognition of life-based teaching,and teachers also agree that life-based teaching can effectively promote the development of students’ core literacy.However,affected by various factors,life-oriented teaching is not fully developed in the actual teaching process,but in fragmented and scattered forms.The main reasons are that there are few chemistry classes,insufficient materials for daily life,and more time-consuming design and implementation of life-oriented teaching.Aiming at the problem of insufficient daily life materials,the contents of the compulsory first and second books of the high school chemistry textbook of the People’s Education Edition(2019 edition)have been sorted out,and a library of life-oriented materials has been constructed,which can be used as a reference for frontline teachers.Finally,fully study the textbook,and select the two parts of "Ion Reaction" and "Iron Salt and Ferrous Salt" in the compulsory first volume of the high school chemistry textbook(2019 edition)of the People’s Education Edition.In combination with the teaching requirements and suggestions proposed in the new curriculum standard,lifeoriented teaching cases based on the core quality of the subject are designed and carried out in practice.Meanwhile,the integration of "teaching,learning and evaluation" is emphasized in the implementation process.Then chemistry teachers use the classroom teaching evaluation scale to evaluate and interview students.The results show that:teachers and students hold a positive attitude towards life-oriented teaching,life-oriented teaching creates a more appropriate teaching situation,and applies knowledge to actual production and life,which is conducive to the formation of students’ thinking and methods of chemical science to solve practical problems,thus promoting the development of the core literacy of the subject. |
