A Practice Research Of “5E” Teaching Mode In High School Chemistry Teaching From The Perspective Of Core Competencies

The "2017 edition of the General High School Chemistry Curriculum Standards" mentions that the implementation of students’ core competencies is inseparable from the teaching methods of teachers,and advocates the use of authentic situational materials to enhance students’ core competencies in the chemistry discipline.Therefore,as frontline teachers,we should transform the teaching models that need to be improved in the past based on the requirements of the new curriculum standards,strive to find teaching models that promote students’ comprehensive development,establish exploratory new classrooms,promote the structuring of students’ learning content in the process of "learning by doing" and "doing in learning",and cultivate students’ correct values,essential qualities,and key abilities.Based on reviewing relevant literature from domestic and foreign researchers,this article aims to understand the research progress of the "5E" teaching model.Based on this,combined with the requirements of the new curriculum standards for some content suggestions,the "5E" teaching mode is introduced,which includes five teaching stages: Engagement,Exploration,Explanation,Elaboration,and Evaluation.The paper first defines the concepts of core literacy and the "5E" teaching model,identifies the ideological connection between subject literacy and the "5E" teaching model,and explores their correlation.Secondly,it classifies and analyzes the high school content knowledge points that are suitable for the "5E" teaching model,and deeply analyzes the application value of this model.Then it studies this paper based on three basic theories,namely constructivism learning theory,concept change learning theory and cooperative learning theory.In addition,this study further selected two classes from a high school in a certain city with comparable academic levels as the research subjects to analyze their implementation of core competencies,providing data and theoretical support for this study.On the basis of reading relevant research theories,the author specifically summarizes the principles applicable to the "5E" teaching model,which are literacy oriented and student-centered;The principle of taking inspiration as the premise and problem as the center;The principle of practicality as the foundation and evaluation as the main line.Based on this principle,teaching design and participation in practical research were carried out on different types of teaching materials in the People’s Education Press High School Chemistry Compulsory 1 applicable to this mode.After practice,the practical effects of the "5E" teaching mode were analyzed and evaluated through teacher interviews and homework exams,and a complete teaching case was presented after practical implementation.Through the above research,the following results have been obtained: designing teaching materials that are suitable for different types of "5E" teaching mode has certain feasibility and is in line with the concept of the new curriculum reform.In addition,it can effectively help students improve their academic performance,promote their retention of conceptual learning,and comprehensively cultivate their comprehensive qualities such as chemical thinking,chemical ability,and chemical spirit.Finally,the author conducted a deep analysis of the issues that arose during the implementation of teaching,such as control of teaching links,allocation of classroom time,and students’ ability to handle them.Three suggestions were proposed: skillfully grasping teaching opportunities,comprehensively analyzing the overall students’ basic level,and reasonably grasping the internalization and extension of concepts.The author also reflected on the shortcomings of this study.In order to provide certain reference value and suggestions for scholars and frontline middle school teachers who conduct subsequent research in this field,and promote deeper research on this field.