Research On The Theme-based Teaching Design And Practice Of High School Chemistry From The Perspective Of Core Literacy

With the promulgation of the 2017 edition of “the Common High School Chemistry Curriculum Standards”,great changes have taken place in high school education way.How to cultivate students' core literacy has become a hot issue,meanwhile,how to integrate the core literacy into classroom teaching has become the focus of attention of the majority of educators.Structured thematic instructional design plays an important roleas an important carrier of subject core accomplishment.This paper found that theme-based instructional design was of great significance to the improvement of students' core literacy,and also provides teaching cases and new teaching ideas for reference for front-line teachers by researching on structured instructional design theory and teaching practice from the perspective of core literacy on the subject of "material structure foundation".The major research contents are as follows:First,this paper investigated the research status of domestic and foreign core literacy,domestic and foreign thematic teaching mode and thematic teaching from the perspective of core literacy,and it was found that there were few teaching practices about theme-based instructional design and most of them are theoretical researches on theme-based instructional design;defined the concepts of core literacy,chemistry core literacy and thematic teaching by reading and sorting out a large number of literature and made clearly the connotation of each concept and its similarities and differences;analyzed and interpreted each accomplishment of the core accomplishment of the chemistry discipline,and clarified the specific requirements of the curriculum standards on the level of students' core accomplishment after carefully reading the 2017 edition of “the Chemistry Curriculum Standards for General High Schools” to provide a reference standard for the setting of teaching objectives.Second,the students' cognitional development,knowledge structure,and the overall concept of multiple intelligences were analyzed that based on the constructivism learning theory,multiple intelligence theory and system theory,and found the inner relation with theme-based teaching,in consequence,the process of determining the teaching theme and the general process of designing theme-based teaching were constructed.Third,the topic "foundation of material structure" was selected as a teaching case for research and practice,and the classroom performance of students from five dimensions including learning style,participation degree,cognition degree,participation time and learning effect was recorded,the teaching evaluation system was constructed by using the college entrance examination questions that reflected the core quality to test the core quality of students and analyzing the core quality ability and level of students through interviews.Based on this,the influence of theme-based teaching on the quality ability and level of students was analyzed.At last,it was found that there were still problems in the teaching practice,such as the lack of structural knowledge reserve of teachers and the need to increase the teaching methods,which were reflected and improved,and strategic teaching suggestions were put forward.This topic main research results were: 1.Exploring the general process of theme-based teaching design: structured teaching design is carried out mainly around investigation of students' learning status,interpretation of course standard,division of class hour content,setting of teaching objectives and the link of "material line-problem line-activity line" in the teaching case.2.To evaluate and analyze the teaching effect by Students' classroom behavior records,core literacy tests and interviews,to understand the cognitive ability of students,to reflect on the deficiencies in the teaching practice and improve them,and to put forward strategic teaching suggestions.3.The procedure of determining the teaching topic was studied,and the relationship between the teaching structure elements was analyzed.Finally,the thematic teaching model was constructed.