Processing Of High School Chemistry Situation Materials And Teaching Application Design

The ordinary high school chemistry curriculum standard(2017 edition,2020revision)shows that the development of students ‘chemistry core literacy is the goal and direction of contemporary teaching,and expounds the real situation for the cultivation of students’ chemistry core literacy has irreplaceable value function,highlights the social life closely related to the current science and technology development of major social science issues(SSI)attaches great importance.The premise and basis of implementing situational teaching is the selection and collection of materials.High-quality situational materials are a series of materials that come from life,are close to the textbook,can attract students’ attention,and can create a reasonable teaching environment.In the existing materials,there are many theoretical studies on chemistry core literacy and situational teaching,but there are few studies linking the two;besides,the in-depth research on situational material processing is more rare.With the continuous development of social science,the knowledge is more and more rich,and the materials should be updated in time.So,In the context of the new curriculum reform,how to effectively collect materials,processing materials,application materials and discuss the general process of situational teaching application,has a certain practical application value,in order to provide reference for teachers’ teaching.This paper mainly uses literature research analysis situation material presentation,application status,using teachers interview method to understand the new curriculum reform high school teachers using situation teaching situation,found the "teachers agree situation teaching can effectively implement the chemical core literacy,but because of the limitation of realistic conditions,class tension,heavy teaching problems,material selection way,typical material and teaching materials and existing material,did not get timely update and creation,make the situation teaching often become a mere formality".Under this premise,the selection elements,principles,application,development process and teaching case design of high school chemical situation materials are proposed,and applied to practice to provide a foothold for research.By discussing the practical effect of situational teaching and the pre test and post test of teaching content,the feasibility and effectiveness of the principles,procedures and strategies of selecting situational materials are analyzed,in order to bring new ideas to teachers ’teaching and students’ learning.The paper consists of six parts.The first part,it analyzes the selection and application of high school chemical situational materials after the new curriculum reform,as well as the origin of the development of situational teaching,systematically analyzes research status of domestic and international information,and discusses the research purpose and value,research thought,content and way.The second part of the "material and situation material,chemical situation material" and "situation and situation teaching,teaching situation" defined the aspect,expounds correlation theory,including situation cognitive theory,constructivism theory,humanistic learning theory,STSE education theory,chemical core literacy and epidemic prevention and control.The third part,referring to the current relevant research,combined with the subject level in the curriculum standard,analyzes and sorts out the existing chemical situation materials of the curriculum standards,textbooks and test questions,the presentation mode of the research materials,discusses the elements,principles and application methods of high-quality situation materials.The general process of selecting materials by situational teaching.In the fourth part,the contents of "the use of all kinds of disinfectants under epidemic prevention and control" were sorted out and classified,structured and detailed.Use this situation for teaching design,and develop the teaching case with this situation as the main line of thinking.In the fifth part,the test questions of situational teaching are compiled,conduct the previous and post-evaluation of the research objects,and organize and analyze the data obtained before and after the evaluation and obtain the effect of situational materials in teaching,so as to facilitate the analysis of students’ mastery of learning after situational teaching.In the sixth part,perorations and recommendations.Summarize and reflect on the material processing and the situation are created,and give targeted suggestions.