Design And Practice Research Of High School Chemistry Micro-Course Bearing Core Literacy

Science and technology are developing rapidly,and information technology is rapidly changing our way of work,study and life with its unique penetration.The integration of Internet and education provides convenience for students and puts forward higher requirements for high school chemistry teachers.The transformation of teaching methods and demands is an inevitable trend in the context of the "Internet +" era.As a new teaching form,micro-course can not only improve students’ learning interest and learning quality,but also exercise students’ autonomous learning ability.Traditional education pays more attention to the development of students’ knowledge and skills,but in the face of increasingly complex work environment and diversified social environment,students need more ability to adapt to the future society and realize self-value.Studying how to develop the students’ core literacy is for the purpose of adapting to the development trend of world education reform and promoting the international competitiveness of education in our country.The practice of chemistry micro-course can promote the formation of students’ core literacy of chemistry,and at the same time,the core literacy of chemistry can be used as a theoretical basis to guide the design and production of chemistry micro-course.Firstly,this paper uses the literature research method to define the concept of micro-course and core literacy of chemistry,analyzes the current research status of micro-course bearing core literacy at home and abroad,and summarizes the relationship between micro-course and core literacy.Secondly,based on the cognitive load theory and constructivism theory,this paper analyzes the cognitive rules of students,and determines that the design of chemistry micro-course should follow the principle of students ’subjectivity,systematic and interactivity.Then through the in-depth interpretation of the connotation of the chemistry core literacy,the micro-course design strategies of "scientifically formulating chemistry teaching objectives"," creating real and valuable problem situations " and " effectively carrying out chemistry learning evaluation " are proposed.Based on the micro-course design strategies,academic quality requirements and the actual situation of the teaching class,this paper conduct micro-course practice on ‘Chlorine,Bromine,Iodine and Their Compounds’ Unit of Jiangsu Education Edition,and record six micro-course videos.The topics were ’ the principle and device of chlorine gas preparation in the laboratory ’,’ new chlorine water and long-term chlorine water ’,’ mutual conversion of chlorine and its compounds ’,’expression of electron transfer ’,’ balance of redox reaction ’,’ related calculation of redox reaction ’.The content of these micro-courses is a coherent knowledge fragment selected after the overall design of the unit knowledge,which not only conforms to the students ’ cognitive characteristics,but also is more conducive to the students to build a complete knowledge system.After carrying out the practical activities of chemistry micro-course,the questionnaire survey was used to understand the situation and feelings of students ’ micro-course use,and the learning effect of students was evaluated by means of periodic test and the experience of micro-course design.Interview with the same group of teachers to exchange experience and methods of micro-course design and literacy training,summarize and analyze the actual results of this chemistry micro-course practice and the direction of improvement and development.Through the practical research of a series of micro-courses,this paper analyzes and summarizes the specific methods for implementing the core literacy of chemistry in the design of chemistry micro-courses : First,elaborately design experimental inquiry activities.Second,make full use of chemical historical situation material.Third,pay attention to the creation of real production and life problems.Fourth,pay attention to the structure of students ’ chemical cognition.In the course of the study found that the development of micro-course research is still in the initial stage of development.Although the enthusiasm and attention for micro-courses are high,the research on micro-courses is not deep enough and lacks certain applicability for specific subject teaching practice activities.The specific problems in the development of high school chemistry micro-course are as follows:(1)At present,the development and research of micro-courses are mainly based on personal teaching research,lacking cooperation and communication.Independently developed micro-courses have no strong practical value.(2)The understanding of the development goal of micro-course is relatively vague.The content of the development is mostly scattered micro-course design.The content selection is more casual and lacks systematicness.It is not conducive to the development of students ’ chemical knowledge structuring level.(3)Teachers do not deeply understand the connotation of the core literacy of chemistry,and there are many cases of applying core literacy in micro-course design.Based on the above problems,this paper analyzes the practical experience and feedback evaluation,and puts forward the following suggestions for the development of micro-courses carrying the core literacy of chemistry:(1)Strengthen the systematic development of high school micro-course.(2)Promote the integration of chemistry core literacy and chemistry micro-course.(3)Set up a micro-course development team.