Research On The Design And Practice Of High School Chemistry Teaching Based On The Concept Of "Curriculum Ideology And Politics"

Curriculum ideology and politics is a new educational concept.It is the current trend of education development to integrate curriculum ideology and politics into high school chemistry teaching,and it is an important way to carry out the fundamental task of moral education and human development in high school chemistry.High school chemistry teaching based on the idea of "curriculum thought and politics" is to fully explore the ideological and political education resources contained in chemistry curriculum,integrate ideological and political elements into every link of chemistry classroom teaching,give full play to the three educational values of knowledge imparts,ability cultivation and value guidance,and promote the all-round development of students’ ideological concepts,moral norms,political attitudes,scientific literacy and other qualities.The ideological and political construction of high school chemistry curriculum is imperative,and the research on the ideological and political construction of high school chemistry curriculum still needs constant exploration and practice.This study uses the literature research method to sort out and analyze the research status of curriculum ideology and politics in teaching design,ideological and political elements division/mining/integration,teaching strategies,teaching evaluation,implementation path and other aspects,and defines the concepts related to curriculum ideology and politics,ideological and political curriculum,and disciplinary moral education.Kohlberg’s theory of moral cognitive development,Marxism’s theory of human comprehensive development and the theory of recessive education are defined as the theoretical support of the research.Based on the investigation and analysis of the current implementation status of curriculum ideology and politics in high school chemistry,the teaching design process of curriculum ideology and politics in high school chemistry is put forward.First,resource development: The specific content and mining path of ideological and political elements of high school chemistry courses are summarized,and ideological and political resources of "non-metals and their compounds" are sorted out.Second,basic analysis: On the basis of the analysis of curriculum standards,textbook content and learning situation,the ideological and political teaching content is conceived.Third,objective design: clear ideological and political teaching objective design basis,design principles,design ideas.Fourthly,process design: the ideological and political teaching methods are defined as situational teaching method,case study method,example demonstration method,inquiry and discussion method,and practical activity method.Fifth,evaluation design: to construct a teaching effect evaluation system of integrating curriculum ideology and politics into high school chemistry.On this basis,two teaching cases,sulfur dioxide and sulfuric Acid Rain and Silicon and Chinese core,are designed and used in teaching practice.In the process of teaching practice,according to the established evaluation system of ideological and political teaching effect,the development of students’ ideological and political literacy level and the integration effect of teachers’ ideological and political education are tested through the combination of diagnostic evaluation,process evaluation and value-added evaluation,such as questionnaire,classroom observation,student interview and examination paper test.The results show that: in terms of acceptance,students have a positive attitude towards the integration of curriculum ideology and politics into high school chemistry teaching,and there are differences in the degree of acceptance in each dimension.In terms of the effect of ideological and political education of teachers,the implementation of ideological and political education in high school chemistry course improves students’ ideological and political quality,students’ interest in chemistry learning and their initiative in learning.In terms of students’ ideological and political literacy level,students have been improved in different degrees from the four dimensions of ideology,ethics,political attitude and scientific literacy.