Research On Chemistry Teaching Strategies And Practice Based On "Macro Identification And Micro Analysis"

The chemistry curriculum standard for senior high schools(2017 Edition)puts forward some basic concepts,such as taking the development of the core quality of chemistry as the main purpose and paying attention to the "quality-oriented" teaching."Macro identification and micro analysis" is an important dimension of the five dimensions of the core literacy of the chemical discipline.It is based on the characteristics of the chemical discipline,conforms to the characteristics of the chemical discipline,reflects the thinking mode and thought of the chemical discipline,and belongs to the important category of chemical scientific cognition.Therefore,it is particularly important to understand the current situation of cultivating the core quality of "macro identification and micro analysis" in high school chemistry teaching,formulate scientific and reasonable teaching strategies,and effectively improve the core quality of "macro identification and micro analysis" of students.This study mainly includes five parts: literature research,textbook analysis,current situation research,teaching strategies and practical research.According to the relevant literature research,this paper analyzes the current situation of macro and micro literacy research at home and abroad,defines the relevant concepts based on the research content,and establishes the theoretical basis of pedagogy;According to the connotation and quality level of the core quality of "macro identification and micro analysis",excavate the relevant contents of macro and micro quality reflected in the 2019 edition of the people’s education press high school chemistry compulsory textbook,and analyze and summarize the frequency,content and mode of each quality level in the textbook;From the two dimensions of students and teachers,this paper investigates the current situation of macro and micro literacy,and finds that students lack the ability to combine macro and micro to transfer knowledge,resulting in the limited development level of literacy;Teachers pay less attention to literacy,the training mode is single,and a perfect literacy evaluation system has not been established.Based on the results of literature research,textbook analysis and current situation research,this paper puts forward teaching strategies to promote the development of students’ core literacy of "macro identification and micro analysis" from four aspects:situational clues running through teaching,carrying out chemical experiments,building knowledge networks and optimizing teaching evaluation;Three sections of ion reaction,sodium and its compounds and the amount of matter were selected for teaching design,and teaching practice based on the core quality of "macro identification and micro analysis" was carried out.The effect of teaching practice is measured and analyzed by the combination of statistical analysis method and student interview.The results show that: the macro situation is scientifically introduced to construct the chemical macro world,the experimental exploration method is reasonably changed to develop the macro and micro literacy,and the macro and micro knowledge network is constructed to connect the macro and micro world outlook,Optimization of teaching evaluation system and multi-dimensional cultivation of macro and micro literacy and other teaching strategies can effectively promote the formation of students’ macro micro combination thinking,deepen students’ understanding of subject knowledge and improve their interest in chemistry learning,help to cultivate students’ core literacy of "macro identification and micro analysis" and promote their all-round development.