| The 2017 edition of the " General High School Chemistry Curriculum Standards "(hereinafter referred to as the new curriculum standard)formally proposed the concept of the core literacy of the chemistry discipline,clearly pointed out that it is necessary to change the way of talent training,Explore varied classroom teaching patterns to allow students to actively engage in learning in the class,acquire fundamental chemistry knowledge as well as skills,and enhance the effectiveness of chemistry class teaching.BOPPPS model,which advocates student-centered,goal-oriented,attaches importance to the specific steps in the process of teaching implementation,and pays attention to the interactivity,inquiry,inspiration and experience of students’ classroom learning,which is in line with the requirements of high school education mode reform for classroom teaching.Therefore,this study attempts to explore the feasibility and value of BOPPPS teaching mode for creating an efficient and literacy-based high school chemistry classroom.The literature research method is used to analyze the research progress of core literacy and BOPPPS teaching mode at home and abroad,and then the theoretical basis is selected according to the research purpose to guide the design of chemistry classroom teaching and practice.Through the examination of the test questions,the horizontal analysis of the differences in student performance between the experimental and control classes after adopting different teaching approaches;through the questionnaire survey method,the longitudinal analysis of the experimental class before and after the application of BOPPPS model of learning ability and learning style change;using teacher-student interviews to understand the experience and views of students and teachers on the implementation of BOPPPS teaching mode;through the core literacy post-test questions,the cultivation of the core literacy of the chemistry discipline in the experimental class and the control class was analyzed;finally,the implementation effect of BOPPPS teaching mode in high school chemistry teaching is summarized.Research through teaching practices,the main conclusions are as follows :1.The application of BOPPPS teaching mode in high school chemistry teaching is helpful to improve students’ academic performance.Comparing the pre-test and post-test scores of the experimental class and the control class,the average post-test score of the experimental class was 4.46 points higher than that of the control class,and there was a significant difference(P < 0.05).2.BOPPPS teaching mode can value the individual differences of students.Through student communication interviews,it is learned that through participatory learning,students’ autonomy,cooperation and inquiry learning ability can be cultivated,and the ability to solve problems can be improved.3.BOPPPS teaching mode can improve students’ classroom participation and achieve classroom teaching efficiency.According to the data analysis results of the pre-test and post-test questionnaires of the experimental class,the proportion of 11 learning elements such as learning interest,learning ability,learning style,learning participation,learning communication and problem solving in the experimental class is higher than that before the practice.Achieve the goal of value-added assessment of chemistry teaching and implement the development of chemical core literacy. |
