Study On The Creation Of Life-based Teaching Situation Of High School Chemistry Based On Core Literacy

Cultivating students’ subject core literacy is the purpose of high school chemistry teaching,and life-based situation teaching is an effective way to promote the implementation of core literacy.How to create effective high school chemistry life-based teaching situation based on core literacy is an urgent problem for the current purpose.The main research contents and conclusions of this thesis are:Firstly,a questionnaire survey method was used to investigate high school chemistry teachers and students.For the teachers,the intention was to find out the teachers’ understanding of life-based teaching situation,the current level of creation,the effect of creation,and the teachers’ attitudes and opinions.For the students,the intention was to investigate the students’ understanding of chemical phenomena in life,their attitudes toward chemistry classes,their perceptions of chemical phenomena in life,their attitudes toward life-based teaching situation,and the form of teaching content organization that the students expect.The results of the study showed that: Some teachers’ knowledge of situation teaching was still at the stage of understanding.Most teachers indicated that it was difficult to explore the matching of material resources and teaching knowledge points.All of them hoped to have excellent cases of lifebased situation teaching for teaching reference.Students like the connection to life in the classroom and even more when the content was developed in the form of experiments.Secondly,in response to the findings of the survey,the life-based situation materials were categorised from the four functional perspectives of "motivation","thinking","understanding" and "emotion" in the the senior high school chemistry of the PEP new textbooks "Chemistry Compulsory Book 1" and "Chemistry Compulsory Book 2".The study shows that there is a rich variety of materials of life situation in the textbooks,which are found in pictures,columns and exercises.The content of the life-based material is presented differently in the textbook for different knowledge points.The diversity of the content of life-based materials and the multiplicity of situational functions provide an important basis for creating living teaching situations in high school chemistry classrooms.Finally,in order to create the effective life-based situationbased on core literacy,this study proposedfour principles for creating the life-based teaching situations,four strategies for acquiring the life-based situationmaterials and three strategies for creating the life-based situation.The "life-based situation structure diagram" and "life-based situation creation modle" were created based on the teaching pentagram.Two teaching cases of "Redox Reaction" and "The formation and development of Nitrogen Fertilizer in Life" were designed by using the model.The quality of the life-based situations in the cases was evaluated by using the "Chemistry Teaching Context Evaluation Criteria".The results of the study showed that,combined with the proposed creation principles and strategies,the life-based situations created by using models are effective,enriching the research on life-based teaching situations and providing important references for front-line teachers to create effective life-based situations in their classrooms.