Research On Elemental Compound Unit Teaching Based On Chemical Core Literacy

In 2018,the Ministry of Education promulgated the “ Ordinary High School Chemistry Curriculum standard(2017 edition)”.In order to develop quality education,based on the nature of chemistry,the core literacy of chemistry was condensed.However,how to infiltrate the core literacy of chemistry into the actual teaching,so as to cultivate students ’ learning quality and ability is a challenge for front-line teachers.However,how to infiltrate the core literacy of chemistry into the actual teaching to cultivate students ’ good learning concept is the difficulty to be solved in current education.Therefore,it is of certain research significance to infiltrate the core literacy into the teaching content of high school and improve the teaching quality for the development of national quality education.Elemental compounds are the most knowledge that middle school students learn chemistry,and they also have a certain proportion in the college entrance examination.Although elemental compounds are relatively easy at the beginning of learning,it is also a difficult problem for students to learn all the contents of an element.Moreover,the knowledge of elemental compounds is numerous and complex,and students are relatively difficult to learn this part of the content.Therefore,based on the problems encountered by students in the study of this part and the core literacy of chemistry,this thesis designs the corresponding unit teaching cases to explore how to improve the cultivation of students ’ core literacy of chemistry through the teaching of elemental compounds.This thesis will study the element compound unit teaching research based on the core literacy of chemistry through six chapters.The first chapter is the introduction,divided into research background,research purpose and significance,research content and research status and research methods.The author analyzed the research status of chemical core literacy and element compound teaching,and determined the research purpose and method of this thesis.In addition,the main research methods used in this thesis are literature research,interviews,case studies,questionnaires,etc.The second chapter is the theoretical basis,based on ’ Bruner ’ s cognitive discovery learning theory ’,’ Sandek ’ s three learning laws ’,’ Ausubel ’ s meaningful learning theory ’,’ constructivist learning theory ’and other related theories to carry out research,on the basis of previous theories smoothly carry out teaching practice research.The third chapter is the investigation and analysis of the basic situation of senior three students ’chemistry core literacy,mainly by the method of questionnaire survey of two classes in-depth investigation,understand the current students ’ core literacy.The fourth chapter is to design the teaching cases of metallic elements and non-metallic elements and their compounds based on the chemical core literacy of senior three students.The author takes sodium,magnesium,aluminum and silicon as examples to design the unit teaching cases suitable for senior three students.Starting from the learning situation of senior three students,the core literacy of chemistry is excavated and penetrated in the teaching process,so as to highlight the dominant position of students and implement the core literacy of chemistry.The fifth chapter tests the implementation of students ’ core literacy after the implementation of specific teaching cases,and analyzes the data.The sixth chapter is the conclusion and prospect of this thesis.At present,the design of teaching cases has certain effect and teaching value on the improvement of students ’ core literacy.At the same time,also found some deficiencies,need more teaching cases to make up for deficiencies,in order to provide reference for the majority of colleagues,will be more excellent teaching case practice to the real classroom.