Research On The Bridging Between Compulsory And Optional Compulsory Chemistry Courses In High School

With the curriculum reform,the curriculum standards have further optimized the curriculum structure,and the subject of chemistry has implemented the curriculum model of "compulsory +optional compulsory + elective",in which students who choose chemistry as an entrance examination subject must take both compulsory and optional compulsory courses,but they have their own functional orientation and teaching objectives.The content of the compulsory course emphasizes basic and comprehensive knowledge,while the optional compulsory course enhances the structure and systematization of the knowledge content and forms a progression of knowledge.As the gradient of knowledge content between the two courses is large,it is difficult for teachers to grasp the "degree" of bridging knowledge content in actual teaching,which makes the effect of bridging teaching greatly reduced.In order to gain insight into the articulation between the compulsory and optional chemistry courses in high school and to improve the effect of articulation teaching,the following study was conducted.Firstly,the organic chemistry contents in Compulsory 2 and Selective Compulsory 3 in the curriculum standards and the textbook of Human Education Edition are studied,and the author first analyzes the curriculum standards in five aspects of articulation: content and purpose,content requirements,academic requirements,teaching tips and academic quality.The curriculum standards present different ways of articulation,with content and purpose gradually building a complete organic chemistry system,content requirement behavioral verbs rising from the cognitive level to the comprehension level,academic requirement awareness levels progressing from the basic understanding level to the simple application level,teaching tips echoing back and forth,and academic quality presenting an articulated progression in developing students’ core literacy in chemistry.After that,the textbook is analyzed from two aspects:knowledge content and column illustrations,and the knowledge content is divided into six categories: basic concepts and organic composition and structure,hydrocarbons,hydrocarbon derivatives,organic synthesis,biological macro molecules,and synthetic macro molecules.The basic concepts are divided into six categories: basic concepts,basic to systematic,and specific knowledge,from typical representatives to a class of substances,from specific to general,with many points of connection such as "chemical bonds,functional groups,reaction types".Consistency before and after the column.Secondly,a survey of high school students and teachers was conducted by using questionnaires,and it was found that there are problems in the articulation of compulsory and optional compulsory courses,such as teachers’ lack of two-way articulation awareness,difficulty in determining the articulation point,students’ lack of awareness of the necessity of articulation,and students’ lack of good independent learning habits.Based on the current situation,we propose the articulation strategies from teachers,students and schools,specifically: studying the curriculum standards,innovating teaching methods,distinguishing between repetition and articulation,using "big concepts" to articulate,changing learning styles and enhancing independent learning ability,analyzing articulation examples,adjusting teaching sequences,establishing online learning platforms,and launching prerequisite The course is designed to be a good example of the teaching process.Finally,the strategies are combined for instructional design and applied to teaching practice.The practice shows that the articulation of compulsory and optional compulsory courses can help students construct a knowledge system and promote knowledge transfer,thus promoting the overall development of students’ core literacy.