Case Study And Practice Of High School Chemistry Instructional Design Integrated With Social-scientific Issues

The rapid development of science and technology has brought great convenience to human production and life,but it has also produced many inevitable consequences.Social Science Issues(SSI)are social issues arising from society,technology,and science,closely related to economic development,ecological environment,and moral and ethical fields.The reason for their controversial nature lies in the conflict between technology itself and people’s different positions on the same topic.The "social issues" have appeared six times in the 2017 edition of the ordinary high school chemistry curriculum standards.The new curriculum standards require students to pay attention to the discussion of social issues,learn to flexibly apply their knowledge or seek other relevant evidence to solve these social problems,and also establish "scientific attitude and social responsibility" as one of the core competencies of the chemistry discipline.In the process of teaching Social Science Issues(SSI),students should comprehensively consider various possible factors when making judgments and decisions on controversial issues,and be able to objectively and reasonably solve problems,thereby cultivating students’ ability to use scientific thinking methods to understand and solve problems,which is in line with the current requirements of cultivating students’ core literacy in China.A large amount of research has been conducted on social science issues(SSI)abroad,while there is relatively little research on teaching practice in this area in China.This article analyzes relevant research literature on Social Science Issues(SSI)both domestically and internationally,and summarizes the current research status of teaching theory and practice related to SSI.Based on the requirements of the times and science education as the research background,a survey questionnaire,knowledge testing questions,and interview outlines were developed to investigate the current situation of teaching SSI in high school chemistry,Understand students’ cognition,attitude,and interest towards situational materials,and provide practical basis for implementing the integration of social science issues(SSI)in teaching.The research topic of this paper is selected from the content of chemoselectivity Compulsory 1 of Senior High School published by People’s Education Press.It analyzes and sorts out the content of chemistry and social relations in chemistry textbooks,and lists some optional topics.On the basis of the existing SSI teaching model,this article constructs a design idea that integrates SSI into high school chemistry teaching,and makes corresponding teaching cases.Teaching design includes five contents: textbook analysis,learning situation analysis,topic analysis,teaching objective analysis,and teaching process.Among them,the teaching process is designed with four links,namely understanding the topic,analyzing the topic,exploring the topic,and evaluating the topic.The purpose of this paper is to study the implementation effect of SSI teaching in high school chemistry teaching.According to the design idea,the author selected the teaching content of "Precipitation and Dissolution Balance" in Chapter 3,Section 4 of chemoselectivity Compulsory Course I in high school and the teaching content of "Chemical Power Supply" in Chapter 4,Section 1 of Chapter 4 for teaching design.The selected topics are "Where to go from industrial wastewater","Can new energy vehicles replace fuel vehicles" and "Corrosion and protection of metals" respectively.After completing the teaching practice,a survey was conducted on the implementation effect of SSI teaching through student interviews and knowledge testing.Through the analysis of students’ classroom performance,post class feedback and interview results,as well as knowledge testing results,it is found that students are active in conducting SSI teaching in the classroom,and their homework completion is good.They like and hope that science courses can be conducted using SSI teaching methods;After studying social science topics,students are able to think about any social problem from multiple perspectives,and then apply the theoretical knowledge they have learned to analyze and solve the problem.This awareness gradually increases.Practice has shown that integrating social science issues into high school chemistry teaching can enhance students’ interest in learning,improve their chemistry grades,and enhance their understanding of social issues and the application of science and technology.Based on the research of SSI theory and teaching practice,combined with a series of social science issues raised in the compulsory part of high school chemoselectivity,this paper found that it contains rich SSI education materials,providing reference for future SSI teaching research.