Research And Practice Of Teaching Creative Education In High School Chemistry In The Context Of Interdisciplinary Crossover

The General High School Chemistry Curriculum Standards(Revised 2017)has stated that"In chemistry teaching,teachers should pay attention to the selection and organization of interdisciplinary content topics,strengthen the link of chemistry and physics,biology,geography,materials science and environmental science,and guide students to understand the laws of matter and its changes in the context of a broader discipline.Then help students broaden their horizons,broaden their thinking,and integrate knowledge from chemistry and other disciplines to analyze and solve relevant problems and promote the development of their scientific literacy." In China Education Modernization 2035,General Secretary Xi Jinping put forward eight basic concepts for promoting modern education: "To achieve the ambitious goal of education modernization,we need to pay more attention to morality as the first priority,comprehensive development,orientation for all,lifelong learning,teaching according to the material,unity of knowledge and practice,integrated development,and shared development.The importance of the concept of "comprehensive development" and "integrated development"was once again emphasized.In the context of strong national advocacy,higher requirements for innovation and synthesis of talents at the social level,and the new college entrance examination reform,the author intends to explore the possible implementation of creative education in secondary school chemistry in the context of interdisciplinary intersection and to study its value to the cultivation of students’ comprehensive literacy.By reading the literature,the author sorts out the current status of research on interdisciplinary crossover and creativism education,and then elaborates according to the existing definitions.Based on migration theory and constructionism theory,taking the high school chemistry textbook of the Human Education version as an example for inductive analysis,the author summarizes the chemistry knowledge in different panels that can be cross-taught with the knowledge of other subjects.,the author summarizes and analyzes the high school chemistry textbook(Human Education Version)by content analysis method,and then,the author summarizes the chemistry knowledge in different plates that can be cross-taught with the knowledge of other subjects,and also makes specific migration suggestions for key knowledge points.By refining the four key qualities of creative education for students: " Ability to extract information and learn skills ","innovation consciousness and practical creativity","the ability to analyze and solve problems and persistent scientific spirit The author proposes that "creative education needs to be implementable","pay attention to the sequential nature of knowledge" and "interdisciplinary knowledge".Then,the author designed an innovative threeelement,four-link model of the creative curriculum,and then selected typical cross-knowledge points from the high school chemistry textbook(Human Education Edition)and designed two creative courses,Creation and Improvement of Sustainable Batteries and Cultivation of Iron(III)Trioxalate Crystals Cultivation of Crystals which were designed and practiced in a sophomore(1)class of a high school in Haikou City.Before the class,the author surveyed 50 chemistry teachers in h high school about their awareness of the concept of creator education in a multidisciplinary context and obtained the following results: At the primary and secondary school level,it is common for teachers to apply multidisciplinary integration thinking to their lessons,among which chemistry teachers often cross-teach with related knowledge from biology and physics subjects.However,the concept of maker education is not widely spread in secondary schools in city h high school.Due to the high demand and shaping nature of maker education in terms of innovation ability,teachers fully recognize its ability to cultivate students’ creativity,cooperative communication skills,and the ability to solve practical problems on their own.However,there are still many objective factors that affect teachers’ judgment of the effectiveness of maker education courses.After the class,the author designed a questionnaire to test the effect of this teaching on the enhancement of students’ four core literacies,and then,validity and frequency analyses were conducted on the questionnaire;finally,research conclusions were drawn based on the results and research suggestions and shortcomings were put forward.The results of the study show that adequate interdisciplinary thinking learning in the context of multidisciplinary intersection significantly contributes to the implementation of creator education,while teachers further develop students’ academic habits of integrating physics,biology,geography and other disciplines with chemical knowledge through creator education,strengthen the high degree of reduction and mosaic of real situations which can promote students’ independent research ability,innovation ability,communication and cooperation ability,as well as perseverance in conducting scientific research,and cultivate students’ social responsibility and scientific spirit,evidence-based reasoning and model construction,and other core literacies of chemical disciplines.