Investigation And Study On The Present Situation Of Humanistic Literacy Training In Senior High School Chemistry Teaching

The "General High School Chemistry Curriculum Standards(2017 Edition)"(hereinafter referred to as the "New Curriculum Standard")takes subject core literacy as the highest value pursuit of subject education,and the literacy education under the new curriculum reform aims to pursue the all-round development of people,that is,to achieve the harmonious development of science education and humanities education.As one of the basic courses,chemistry is not only an important part of human science and culture,but also contains rich humanistic values,and shoulders the important task of humanities education together with humanities.In the existing research,there are few studies on the connotation structure characterization and assessment questionnaire of high school chemical humanistic literacy,and teachers cannot accurately understand the weaknesses of students’ literacy,so as to adjust teaching strategies,this study will divide the structure of high school chemical humanistic literacy and develop assessment questionnaires to provide theoretical support for front-line teaching.Through reviewing relevant literature at home and abroad,combined with relevant documents such as new curriculum standards,curriculum ideology and politics,moral education guidelines for primary and secondary schools,and based on the theory of comprehensive human development,humanistic theory and constructivist theory,the dimensional division of chemical humanistic literacy was determined.By referring to the relevant expressions on humanistic literacy in the new curriculum standard,the evaluation index system of high school chemical humanistic literacy was constructed,and the high school chemical humanistic literacy questionnaire was compiled by literature research method and questionnaire survey method,and the questionnaire was revised through preliminary test and reliability validity test,the weight relationship of chemical humanistic literacy was determined through empirical research,the level of chemical humanistic literacy of high school students in different schools in Harbin was investigated,and corresponding teaching suggestions and strategies were put forward according to the current situation of literacy.Through the study of chemical humanistic literacy of high school students,the following conclusions are obtained:1.The evaluation index system of high school chemical humanistic literacy constructed in this study can provide a theoretical basis for quantifying the chemical humanistic literacy level of high school students,and the questionnaire compiled for high school chemical humanistic literacy can be effectively used to evaluate the current status of high school students’ chemical humanistic literacy.2.High school chemical humanistic literacy is composed of three first-level indicators: chemical humanistic knowledge,chemical humanistic behavior,and chemical humanistic attitude;The degree of influence of each dimension on literacy was ranked as follows: chemical humanistic attitude> chemical humanistic behavior>chemical humanistic knowledge.3.The survey results show that most of the students’ chemical humanistic literacy is at the upper middle level,but due to the heavy academic workload of high school,students cannot deeply understand the value behind the knowledge,so the level of chemical philosophy knowledge,practical innovative behavior and aesthetic taste needs to be improved.4.Different types of schools and classes can cultivate the chemical humanistic literacy of high school students by deeply exploring teaching resources and innovating effective teaching methods.