Design And Practice Of Experiment Teaching In The New High School Chemistry Textbooks Of PEP Based On The Core Literacy

Chemistry curriculum standards for senior high schools(2017)After the promulgation of,the cultivation of senior high school students' chemistry core literacy is the focus of Chemistry Teaching in the new round of curriculum reform.The experimental content of senior high school chemistry textbooks can not only cultivate students' inquiry ability,scientific attitude and innovative spirit,but also an important way to comprehensively and deeply implement the core literacy of chemistry.In 2019 and 2020,with the successive publication of new high school chemistry textbooks published by the PEP,there was an alternating stage between the old and new textbooks.Under the core quality,the comparison of the experimental contents of the new and old high school chemistry textbooks published by the PEP is conducive to the front-line high school chemistry teachers to quickly get familiar with and interpret the new textbooks.On this basis,the teaching design and practice of some experimental contents in the new textbooks are carried out,so as to develop the core quality of high school students' chemistry discipline.At the same time,it can also provide reference for front-line teachers in interpreting textbooks and teaching,and help them improve the teaching effectThis paper takes part of the experimental contents in the chemistry textbook(compulsory Volume 1,selective compulsory 1)published by the PEP in 2019 as the research object,and uses the research methods of literature research,interview and investigation.After analyzing and summarizing the relevant literature on the chemical core literacy and the experimental content of high school chemistry textbooks,two classes of senior one in a high school in XX City are selected as the experimental class and the control class to interview and investigate the current level of their chemical core literacy.On this basis,based on constructivism,four experimental contents of the new senior high school chemistry textbook of the PEP "reaction of sodium and water","laboratory preparation of chlorine","qualitative and quantitative research on the factors affecting the chemical reaction rate" and "marking patterns from copper clad laminates" are selected to compare the new and old textbooks,summarize their changes,and find that the changes can better reflect the core literacy of students' chemistry discipline.Under the core literacy,the teaching design and practice of the three experimental contents of the new textbook are carried out.After practice,the teaching effect is evaluated through interview and investigation,examination and evaluationThe results showed that the post-test survey and interview found that the level of chemistry core literacy of students in the experimental class was higher than that in the control class,and the students' enthusiasm in class was significantly enhanced,from passive acceptance to active learning;The test evaluation analysis shows that the scores of the experimental class are significantly higher than those of the control classThe teaching design and practice of the experimental content of the new high school chemistry textbook PEP under the core literacy can fully implement the cultivation of the core literacy of the chemistry discipline,change students' learning methods,improve students' academic performance,and be conducive to teachers' classroom teaching.