Teaching And Research On The History Of Chemistry Oriented By The Core Literacy Of The Discipline

As education gradually enters a new era of literacy development-oriented,in 2017,the Department of Chemistry published the "General High School Chemistry Curriculum Standards(2017 Edition)",which succinctly condenses the five core competencies of chemistry disciplines with disciplinary characteristics in the development of literacy.History of chemistry as the history of the development of chemistry,has always been the teaching and research content that scholars pay more attention to,the history of chemistry has a variety of functions such as knowledge transfer,thinking inspiration and affective attitude cultivation,etc.,presented as materials and teaching content in the current chemistry course,is an extremely effective and necessary way to promote the development of students’ core literacy in chemistry.The core task of this research is to design different teaching methods of chemical history aimed at promoting the development of students’ core competencies in chemistry for different types of chemical knowledge,and use this method to design teaching cases to guide teaching practice.In the theoretical research part,the relevant requirements for the history of chemistry in the new course standard and the relevant chemical history materials in the chemistry course were analyzed,and a chemical history material library suitable for the integration of chemical history classroom teaching was developed to lay a foundation for teaching.Then,the educational value of chemical history from the perspective of core literacy of the discipline was analyzed,and the teaching ideas integrated into chemical history were designed to be inspired and designed,and the teaching principles that should be implemented in the teaching of chemical history were clarified.In terms of practical research,according to the different characteristics of chemical knowledge types,different new methods of integrating chemical history into teaching were designed,namely interactive role play by students,constructive by teachers inspired and guided by teachers and progressive in theoretical development and evolution,and three cases of "chlorine","quantity of matter" and "ionization of electrolyte" were designed according to this method,and the core literacy of the disciplines that should be cultivated in the three courses was deeply analyzed and teaching practice was carried out.In order to analyze the general improvement effect of the three chemical history integration methods on the cultivation and development of students’ core literacy in chemistry,the author will teach three classes corresponding to three different classes,and collect some data that can reflect the formation of students’ core literacy after practice.The survey uses open-ended questions intended to probe students’ inner psychological activities and real classroom experiences.Through the combing and analysis of the survey results,NVivo qualitative analysis software was used to code students’ specific expressions,set up interest attitude and literacy development nodes,and analyze the effect of teaching practice from the number and coverage of coding reference points.Based on the analysis of the research results,this study concludes that the history of chemistry teaching for different types of chemical knowledge is effective for the formation of students’ core literacy in chemistry.Finally,the shortcomings of qualitative analysis and other problems in this study are reflected and prospected.