Research On Task-driven Teaching Practice Pointing To The Development Of "Change Ideas And Balance Ideas" ——Take "Redox Reaction" As An Example

Since the "General High School Chemistry Curriculum Standards" promulgated the five key competence of chemistry disciplines,how to develop students’ subject key competence has become a hot research topic in middle school chemistry teaching practice research.In order to develop the key competence of students in chemistry,many teachers change their teaching concepts and explore new teaching modes and teaching methods.The chemistry key competence of "change ideas and balance ideas" is an important part of the chemistry key competence.It focuses on cultivating students’ "change concept" and "balance concept",which is the key for students to master the nature of chemical reactions and the laws of chemistry.This research attempts to implement and develop the key competence of "change ideas and balance ideas" through task-driven teaching.In order to analyze the feasibility of the research content,this study combed the relevant research literature at home and abroad to understand the development status of relevant research.Read relevant literature to find the research convergence point,a task-driven teaching process was designed to develop the key competence of "change ideas and balance ideas",and put forward the teaching strategies of "sorting out the knowledge framework and excavating the key competence","creating the task situation and connecting with the social life","highlighting the students center and ingeniously designing activity forms ".The "Redox Reaction" of the People’s Education Press was selected as the teaching content,and sort out the related knowledge points of "Redox Reaction" in junior and senior high schools,clarify the connection between knowledge points and the quality of "change ideas and balance ideas" contained in knowledge points.According to the key competence level in the chemistry curriculum standard,make pre-test and post-test.According to the teaching process and teaching strategy,in order to cultivate the key competence of "change ideas and balance ideas",a complete teaching design is carried out by setting progressive driving tasks.Two classes with no significant difference in pre-test scores were selected for the experiment,the experimental class was taught by task-driven teaching directed towards the development of "change ideas and balance ideas",and the comparison class was taught using the general teaching methods.Through the pre-test and post-test paper recovery and strict scoring,and the score statistics and independent samples t-test were carried out by Excel and SPSS 24.0,and the data and students’ answers were analyzed to test the effect of the teaching practice of this research in cultivating "change ideas and balance ideas".The practical results show that: The teaching process and teaching strategies constructed in this study can promote the development of students’ key competence of "change ideas and balance ideas";can change the way students learn;can help to cultivate students’ cooperation ability,inquiry ability and language expression ability;and has certain reference significance for developing the chemistry teaching of key competence.Due to the limitations of practice time and teachers’ teaching experience,there are still problems such as less practice content and small sample size.It is expected to expand the scope of teaching practice and test and improve the research conclusions in the follow-up research.