Research On Situational Teaching Based On The Core Quality Of Chemistry In Senior High School

Since the promulgation of chemical core literacy,chemical educators have faced many challenges in the process of teaching implementation :(1)teachers should constantly improve their understanding of chemical core literacy;(2)Teachers should improve their classroom teaching ability based on the core accomplishment of chemistry;(3)Teachers can improve students’ subject core literacy through situational teaching method.The revised Chemistry curriculum Standard in 2020 clearly mentions that situational teaching can be a strong grasp and support to implement students’ disciplinary core literacy.Therefore,this paper takes "Principles of Chemical Reaction" in high school as an example to carry out situational teaching research based on the core literacy of chemistry in high school.Through literature review,this paper understands the development of situational teaching and core literacy at home and abroad,and defines relevant concepts.Secondly,it analyzes the relevant content and situational materials involved in the compulsory textbook of High school chemistry published by People’s Education Press,and uses questionnaire and interview method to understand the situation of situational teaching in corresponding middle schools.Then,in view of the current situation and existing problems in teaching,combined with the questionnaire survey and textbook analysis,the model and principle of setting up chemistry situation teaching in senior high school are put forward.Then,from the perspective of situational teaching design,this model is applied to create two specific situational teaching cases and carry out classroom teaching practice.Specific selection of the chemical reaction principle of salt hydrolysis and the important content of the galvanic cell carries on the teaching design,teaching design all around the status analysis of chemical course standard,teaching material analysis,teaching target analysis,chemical analysis of content and so on concrete,how through case teaching in the actual teaching through situational teaching to carry out the target core literacy.At the same time,in order to test the implementation effect of situational teaching based on disciplinary core literacy,the effect of the selected teaching content was post-tested,and the students of A and B parallel classes of grade two in A middle school in Chengxian County,Longnan City were analyzed,and the following conclusions were drawn:(1)Situational teaching based on the core accomplishment of chemistry in senior high school helps to cultivate students’ rigorous scientific attitude and improve their core accomplishment;(2)Situational teaching based on the core accomplishment of chemistry in senior high school helps to enhance students’ confidence in learning chemistry and enhance their understanding and mastery of knowledge;(3)Situational teaching design based on high school chemistry core literacy can provide certain ideas and methods for attainment-oriented teaching research,add strength to the implementation of chemistry core literacy,and hope to improve the understanding of chemistry teachers on the importance of situational teaching in daily teaching.Finally,the deficiencies and prospects of this study are summarized,hoping to provide help and reference for front-line teachers in the aspect of teaching design.