Research On The Literacy-based Context In High School Chemistry Classroom Teaching

The "Chemistry Curriculum Standards for General High Schools(2017 Edition)" proposes to develop the core literacy of students in the chemistry discipline,which marks the official opening of the curriculum reform aiming at the core literacy of the discipline.The new chemistry curriculum standard advocates the "creation of real problem situations" and emphasizes the development of "literacy-based" teaching,so as to develop students’ core literacy of chemistry.Literacy-based chemistry classroom teaching situations can stimulate students’ interest in learning chemistry and promote the transformation of students’ chemistry learning methods.Real and specific problem situations are an important platform for developing students’ core literacy of the discipline,providing the implementation and penetration of the core literacy of the chemistry discipline.Opportunities are of great significance to the development of students’ innovative literacy.On the basis of reviewing the current research status of situation creation and core literacy of chemistry at home and abroad,this study combines constructivism theory,situational cognition and learning theory,and zone of proximal development theory to analyze the situation,chemistry teaching situation,and literacy-based The chemistry classroom teaching situation and other related concepts are defined.Combining literature,teacher interviews,and existing chemistry courses with core literacy orientations that have been carefully polished and highly recognized by experts,a literacy-based high school chemistry classroom teaching situation is constructed from three dimensions:compositional characteristics,functional characteristics,and process characteristics.Analytical model.Select the class examples of the compulsory part of high school chemistry in Luke edition,repeatedly watch and extract the teaching situation for coding,analyze the excellence of situation creation in the chemistry classroom under the background of the current literacy education reform and the problems that still exist,and propose corresponding solutions.Teaching advice.The results show that the situations in the lesson examples perform well in developing students’ core literacy of chemistry,and the situations created by teachers are related to the core knowledge.There is a lack of coherence between the situations in the lesson example,the situation cannot be effectively run through to support the whole class,and there is a lack of education for students’ subject spirit and attitude,and the role of the situation is relatively single.If you want to further cultivate students’ subject core Literacy,the structural characteristics,functional characteristics and process characteristics of the situation still need to be strengthened.Based on the above analysis results,a literacy-based high school chemistry classroom teaching situation design model is constructed,including the establishment of the concept of situation creation,the determination of situation materials,the determination of teaching objectives,the determination of teaching procedures,and the evaluation of situations.Chemistry teachers’ design,implementation and evaluation of literacy-oriented chemistry classroom teaching situations provide a model that can be used for reference,and provide a paradigm for educators to research literacy-based chemistry classroom teaching situations,so as to deepen the reform of literacy-based chemistry classroom teaching situations..