Research On The Advanced Teaching Practice Of "Ion Balance" From The Perspective Of Macro And Micro Combination

With the reform and development of society,contemporary society has put forward new requirements for talents.The Ministry of Education has proposed that teaching not only impart subject knowledge,but also cultivate core literacy.“Macro identification and micro analysis” is in the first dimension of core literacy of chemistry,and its important position is inseparable from the characteristics of chemistry.Chemistry subject knowledge is the carrier of developing the core literacy of chemistry subject.The knowledge of “ion balance” is distributed in all stages of chemistry learning and involves the reaction of particles in aqueous solution.It is difficult for students to understand the nature of the reaction from the macro angle.Therefore,after analyzing the “ion balance” learning phase,the macro and micro combination and advanced teaching were used in specific lesson examples.It assisted students to develop the core literacy of “macro identification and micro analysis” in the process of learning subject knowledge gradually.Under the guidance of the “triple representation theory”,“information processing theory” and “spiral ascending theory”,scientific methods such as literature analysis method,interview method and experimental research method were carried out in this paper.On the basis of reading a large number of literature,the current research status of related content at home and abroad was find out,and the concepts of “macro and micro combination” and “advanced teaching” were defined.In order to grasp teacher's understanding and implementation of “macro identification and micro analysis”,comprehend the level of understanding and application of advanced teaching,and find out the learning situation of students,some teachers were interviewed.Then,from the viewpoint of the knowledge stage and characteristics of “ion balance”,the feasibility analysis of advanced teaching from the perspective of macro and micro combination was established.The process of the “ion balance” knowledge,the thinking methods and the basic concepts of chemistry were analyzed.To guide the follow-up teaching,the characteristics and strategies of advanced teaching from the perspective of macro and micro combination were put forward.Afterwards,specific cases of advanced teaching from the perspective of macro and micro combination were developed.For testing the effectiveness and feasibility of the teaching,the practical effects from multiple perspectives such as chemistry scores and classroom performance after teaching practice were evaluated.Finally,according to the teaching effect and self-reflection,the teaching practice enlightenments were obtained.Research indicated that students in the experimental class had a higher acceptance of the teaching.The feedback of class,understanding and application of knowledge were better than those in the control class.This showed that the advanced teaching from the perspective of macro and micro combination had some certain effect and value in improving the actual teaching effect and developing students' core literacy of “macro identification and micro analysis”.