Research On The Design Of Contextualized Homework In Senior Grade 1 Based On Core Literacy

Chemistry is a basics science and engineering discipline.High school chemistry aims to cultivate students’ discipline quality,master basic knowledge,and the ability to use chemical knowledge to discover problems,solve them and innovate.The Chemistry Curriculum Standards for General High School(2017 Edition,revised in 2020)clearly states that homework has the function of diagnosing and developing students’ core literacy in chemistry,while homework is an important link in the chemical teaching process and an important position for the cultivation of core quality.At the same time,the new curriculum standard also mentions that the proposition framework of the chemistry academic level examination must be guided by the core quality of the chemistry discipline,accurately grasp the positioning and interrelationship of the four elements of "quality","situation","problem" and "knowledge" in the proposition,construct the proposition framework,and emphasize that "the real situation is the test carrier".Therefore,"contextualization" has become a new trend in the design of test questions and assignments under the direction of literacy.This paper identifies the concepts related to contextualized assignments in high school chemistry and analyzes the relevant pedagogical psychology theories by means of the relevant domestic and international literature.At the same time,the current situation of homework in senior 1 chemistry was investigated and analyzed by a questionnaire survey.At the same time,the current situation of high school chemistry homework was investigated and analyzed by means of a questionnaire survey.high school chemistry was investigated and analyzed by means of a questionnaire survey.As a result,the design method and strategy of contextualized chemistry assignments were systematically proposed which were applied to form a corresponding assignment case of senior chemistry.In order to test the feasibility and effectiveness of the proposed assignment,we selected two parallel classes as the control class and the experimental class in LS Middle School and conducted a teaching practice for the experimental class.The validity and usefulness of this assignment design were studied empirically through the implementation of the teaching of sodium and chlorine,the important elements in seawater in Chapter 2 of Compulsory 1.The evaluation of the study was divided into two parts: one was the analysis of the results of the post-contextualization test;the other was the evaluation from the students,that is,the students are interviewed randomly in the experimental class to reflect the change in students’ attitudes toward learning chemistry change before and after the experiment.It is found that the design of contextualized assignments in chemistry of senior grade 1 can help students’ performance,improve their ability to solve practical problems,shape correct values,and can effectively implement students’ chemical literacy.It can also stimulate students’ interest in learning and make their learning efficiency effectively.It is expected that the situational homework will be combined with the situational classroom teaching to form a closure of the big situation,so that the homework can really become the extension and supplement of the classroom teaching,so that students can learn and consolidate the subject knowledge in the specific situation,and form an integrated situational teaching.Further explore the positive role of chemical homework in cultivating students’ ability and quality,and constantly improve its rationality,scientificity and practicality in the process of practice.