Research On The Practice Of "macro Identification And Micro Analysis" In High School Chemistry Teaching

After the official release of "Chinese Students’ Development of Core Literacy",China’s education circle has entered a higher level of reform." A stone stirred thousands of waves",teachers in the front line of education in response to this major measure in the field of basic education reform,have been engaged in the research and practice of subject core literacy.As a new concept,discipline core literacy stands at the forefront of the times,pointing out the general direction of China’s education reform and guaranteeing the educational foundation for the next generation to participate in the world competition.This thesis explored the chemistry teaching based on the cultivation of core literacy in senior high school from the perspective of "macro identification and micro analysis".The purpose of core literacy is to promote the all-round development of students.To achieve this goal,the key lies in the transformation and practice of teachers in education and teaching.Teachers’ cognitive level directly affects the quality of transformation and practice.This thesis is committed to the combination of theory and practice,while constantly interpreting the core quality of chemistry discipline,and applying it to classroom teaching.In view of the students’ learning situation in the author’s school,this thesis conducted a practical research on "macro identification and micro analysis" in chemistry teaching in senior high school.This thesis mainly elaborates from the following five aspects:The first part,introduction: this part mainly summarizes the various conditions of core literacy and the importance of core literacy for senior high school students.Through the understanding of the current situation and background of relevant research at home and abroad,it is determined that this paper will be combined with the characteristics of our students,from the perspective of "macro identification and micro analysis".This part introduces the research background,research status,research significance and research methods of this thesis.The second part,"macro identification and micro analysis" classroom teaching case study.It is mainly divided into five parts.They are: 1.Teaching design and analysis of Ammonia-Ammonium Salt.2.Teaching design and analysis of the Comparative Law of Particle Radius size.3.Teaching design and analysis of Chemical Bonds.4.Teaching design and analysis of Ionization of Acid,Alkali and Salt in Aqueous Solution.5.Teaching design and analysis of Chlor-alkali Industry.Teaching design embodies the specific cultivation and embodiment of "macro identification and micro analysis" accomplishment.The five teaching designs are based on the four levels of "macro identification and micro analysis",which makes the embodiment of literacy more specific.The third part,investigation and analysis on the practice of " macro identification and micro analysis " in order to further understand the " macro identification and micro analysis" literacy cultivation situation,the author designed a questionnaire.It has 15 questions divided into two parts,one of which is based on the understanding of the concept,and the other is aimed at the practical application of knowledge.Through the form of questionnaire,the author has a deeper understanding of "macro identification and micro analysis" accomplishment,which provides a direction for later teaching and research.The fourth part,the interview to understand the cultivation of literacy: by designing interview questions and conducting telephone,face-to-face and other form interviews with teachers to understand teachers’ understanding of "macro identification and micro analysis" literacy,application status,comments and suggestions for better teaching in the future.The fifth part,summary and prospect: summarize the gains and shortcomings of teaching design and teaching practice based on "macro identification and micro analysis" accomplishment,and put forward suggestions.