| The“High School Chemistry Curriculum Standards(2017 Edition,Revised in 2020)” emphasizes the implementation of students’ core literacy in the subject of chemistry,and reflective thinking is a necessary pathway for the transformation of students’ knowledge and abilities into core literacy.Therefore,the cultivation of reflective thinking is of great urgency.The allosteric learning model emphasizes students’ reflective learning process of generating doubts and independently initiating the deconstruction-construction of conceptual frameworks in authentic contexts.Applying this model to chemistry teaching is expected to promote the development of students’ reflective thinking and ultimately achieve the improvement of core literacy in the subject.This article uses research methods such as literature analysis,educational investigation,and empirical research to conduct research,and consists of four main parts.Firstly,through literature research,the current research status and theories of allosteric learning model,reflective thinking,and unit teaching are reviewed and defined,and the concept and relationship among them are clarified.It is found that unit teaching can compensate for the unequal cultivation of reflective thinking caused by the case-based allosteric teaching,providing a theoretical basis for teaching practice and exploring the feasibility of research at the theoretical level.Secondly,based on the survey of the reflective thinking questionnaire,the current development status of reflective thinking skills and its influencing factors among high school students in Guiyang City are investigated to explore the feasibility of research at the practical level.Thirdly,experimental and control groups are selected,and with the help of the theories of allosteric learning model and unit teaching,design principles and models are proposed,and chemical teaching practices of two allosteric units “Iron and its Compounds” and “Chemical Bond”(Practice I)and “Ethylene and the Rational Use of Chemical Products”(Practice II)are conducted,and pre-and post-tests of reflective thinking,conceptual questions,and reflective learning journals are conducted.Finally,the content of pre-and post-tests and interview records are analyzed,and relevant research conclusions,suggestions,as well as research limitations and prospects are obtained.The results show that in the pre-practice survey,the total score of reflective thinking skills of high school students in Guiyang City is37.672,with an average score of 2.691.Among the three dimensions,the average scores of questioning skills,reasoning skills,and evaluation skills are 2.688,2.695,and 2.691,respectively,all lower than the passing level(3.0).Students with different usual grades in chemistry,school types,and frequencies of reflection show significant differences in their average scores and total scores of reflective thinking,as well as questioning,reasoning,and evaluation skills.Students with different frequencies of using reflective tools show significant differences in their overall reflective thinking and questioning and evaluation skills.Students with different reflection durations show significant differences in questioning and evaluation skills.Through Practice I and II,the understanding of the allosteric learning model and reflective thinking gradually deepens among teachers and students,and students’ cognitive transformation of conceptual frameworks(a unique way of thinking and explanatory system for learners)becomes more thorough.The average score of reflective thinking skills of the experimental group students increased from 2.396 to3.092 in Practice I and from 2.821 to 3.674 in Practice II,with a better improvement effect in Practice II than in Practice I.The research believes that chemistry unit teaching based on the allosteric learning model can use students’ original conceptual frameworks as tools to generate multiple interactions between teachers and students or among students,such as between experiments and theories,between experiments and experiments,and between theories and theories,through real problem situations.This can promote the development of students’ reflective thinking and the transformation of their conceptual frameworks,and improve their core literacy in the subject of chemistry.Suggestions for further research and research limitations are also discussed Based on the results,it can be concluded that chemistry unit teaching based on the allosteric learning model can use students’ original conceptual framework as a tool to facilitate multiple interactions such as experiment and theory,experiment and experiment,theory and theory in real problem situations between teachers and students or among students.Through the implementation of Unit Teaching I and II,both teachers and students deepened their understanding of the allosteric learning model and reflective thinking,and students’ cognitive transformation of the conceptual framework(a unique way of thinking and explanatory system for learners)became more thorough.The average score of students’ reflective thinking skills in the experimental class increased from 2.396 to 3.092 in Unit Teaching I,and from 2.821 to 3.674 in Unit Teaching II.The improvement of reflective thinking skills in Unit Teaching II was better than that in Unit Teaching I.The study suggests that chemistry unit teaching based on the allosteric learning model can effectively promote the development of students’ reflective thinking skills,and can be used as a feasible approach to cultivate students’ core literacy in the chemistry discipline.However,there are still some deficiencies in the research,and further studies can explore other factors that may influence reflective thinking skills,such as teaching strategies,assessment methods,and learning environment.In addition,more research can be conducted to investigate the long-term effects of chemistry unit teaching based on the allosteric learning model on students’ reflective thinking skills and their overall academic achievement in chemistry. |
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