Analysis And Teaching Strategy Of Chemical Process Of College Entrance Examination Based On Core Accomplishment

The college entrance examination is a relatively fair way for the country to select talents.In recent years,the new college entrance examinat ion reform has been implemented all over the country,and has achieved initial results.For a long time,many chemistry teachers pay attention to training students’ problem-solving ability in their daily teaching for chemical process test,which is a compulsory part of the annual college entrance examination.But even so,students for this kind of test questions or not very good grasp,often appear think the principle is clear,but cannot be applied,that is,will not solve the problem,or the teacher will understand,but students can not complete independent ly,and the same type of exercises wrong again wrong and so on.Therefore,it is necessary to explore the causes of this phenomenon and put forward the corresponding teaching strategies.This study not only can understand the current high three students study status quo of chemical process tests,can also be for first-line teachers provide theoretical support and practical significance to carry out effective teaching.Based on the five dimensions of chemical core literacy,this paper uses literature research,questionnaire survey,diagnostic test,statistical analysis and experience summarizing methods to construct the evaluation framework of test questions based on chemical core lit eracy.Based on the comprehensive analys is of the situation materials,knowledge content,core quality and inspection level of the chemical process test items in the 2018-2022 national paper,test questions are designed to evaluate the learning status of students in the chemical process test items,and corresponding teaching strategies are proposed.On this basis,the effectiveness of teaching strategies is verified through teaching practice.The practical research takes 187 students from five "chemistry students" combination classes in senior three of a provincial demonstration high school in Shenyang as the practice object,takes "Special Review of Inorganic chemistry process Flow" as the practice content,and uses the teaching strategy of chemistry core literacy to carry out the teaching design.After the implementat ion of teaching practice,the students’ learning results of chemical process test were evaluated again,so as to verify the effect of teaching strategy.The following conclusions can be drawn from this study:In the past five years,the examination questions of chemical process process are required,accounting for about 17.6% of the total score.The investigation includes three modules: propert ies and transformation of elemental compounds,principle of chemical reaction,separation and pur ificat ion of substances.It involves the most specific examination,and the highest score "writing of unfamiliar chemical equations ",followed by "f iltrate and slag composition analysis ","control and selection of reaction conditions" and "constant and REDOX related calculat ion".In the process of solving problems,the main obstacles are the loss of interest in chemistry learning,the lack of reasoning model awareness,the obstruction of negative thinking pattern,the lack of balanced transformation concept and the lack of information extraction ability.Based on the above analysis and situation,the author puts forward the corresponding teaching strategies combined with the core quality of chemistry: pay attention to the real situation,pay attention to social hot spots;Construct thinking model,consolidate necessary knowledge;Summarize problem solving strategies and strengthen normative expression;Return to the source of teaching materials,strengthen the variant training;Take students to talk about problems,using the accumulation of wrong problems;Find useful information and think outside the box.By integrat ing this teaching strategy into teaching design and applying it into teaching practice,good teaching effect is obtained through testing.