Research On Design Of Chemistry Teaching Based On Core Literacy

In March 2014,“Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Moral Education” was issued by Ministry of Education of the People’s Republic of China,in which the importance of core literacy is emphasized with the aim of enabling students to adapt to their lifelong development goal and meet the needs of society.However,due to the influence of exam-oriented education,the cultivation of core literacy is difficult to be implemented in the classroom.Cramming education and teacher-oriented teaching mode still prevails,which is contrary to the cultivation of talents required in the 21 st century.Therefore,it is worth studying how front-line teachers should change their teaching concepts,get out of their comfort zone,and shift the focus to the cultivation of core literacy,which makes the study of high school chemistry teaching design based on subject core literacy be of practical significance.This study explores the current teaching design of 93 front-line chemistry teachers in three high schools in Yuxi City with different teaching qualities through observation,literature research,questionnaire and experimental method and analyzes the causes of core literacy not being implemented in high school chemistry classrooms.In this study,the general model of chemistry instructional design and the “four modules in one system” model proposed by Prof.Wang Houxiong and others were combined to construct a high school chemistry teaching design that is suitable for the teaching reality and the learning situation of Yuxi No.1 High School based on the disciplinary key competences.The current study illustrates this teaching model and presents personal understanding through three types of lessons: review lesson“Application of ion exchange membrane in chemistry”,concept lesson “Establishment of chemical equilibrium state” and elements and their compounds lesson “Laboratory preparation of chlorine gas”.This paper contains six parts.The first part is the introduction: based on the background and significance of the study,the current status of domestic and international research is sorted out.The second part is the definition of concepts: through the definition of core literacy and core chemical literacy,and under the guidance of the theoretical basis of the constructivist teaching theory,cognitive structure learning theory,and cognitive assimilation theory,particular research methods,the methodology is presented.The third part is the questionnaire:through the preparation and implementation of the questionnaire and the analysis of the results,the current status of the instructional design of high school chemistry teachers is discovered.It is found that low levels of core literacy awareness,substandard teacher competence,the negative influence of test-based education,and inadequate hardware facilities are the main problems in the current teaching design of high school chemistry teachers.In the fourth part,a high school chemistry teaching design model based on subject core literacy is discussed,and three specific teaching cases to implement core literacy in the classroom are designed.The fifth part is the practice and strategies: teaching practice was carried out in two classes of the class of 2022 in Yuxi No.1 High School,and after analyzing the results of the pre-test and post-test,it proves that this study has preliminary effectiveness and certain practical significance.Based on the results of the research as well as the educational practice,combined with the characteristics of the chemistry discipline,five strategies for teaching design of high school chemistry concerning disciplinary core literacy are proposed:(1)Enhance teachers’ professional quality and deepen the understanding of the connotation of chemistry discipline.(2)Exploit the relationship between core literacy and curriculum content,and develop reasonable teaching objectives and evaluation system.(3)Create realistic and concrete chemistry situations and explore and study effective teaching techniques.(4)Optimize experimental investigations to enrich the core literacy of chemistry.(5)Implement the integration of "teaching-learning-assessment" based on core literacy.The last part is the conclusion and reflection of the study.This study is only a preliminary exploration of the design of high school chemistry teaching based on subject core literacy.Hopefully,this study can shed light on the chemistry teaching and research group of Yuxi No.1 High School and can attract more teachers to join in the study to promote the development of the school.