Design And Practice Of High School Chemistry Micro-Class Based On ADDIE Model

After announcing that the new round of education reform should be transformed from competency-based to literature-based,the Chemistry Curriculum Standards for Senior High Schools(2017 Edition)issued by the Ministry of Education determined the core literacy of chemistry.However,how to cultivate and develop students’ core literacy of chemistry in teaching is still a difficult problem to be solved urgently in current education.The new curriculum standard emphasizes that teachers should make full use of modern information technology to improve the quality of classroom teaching.Therefore,it is meaningful to integrate micro-class into chemistry teaching,which is the product of the development of information technology,to develop students’ chemistry core literacy and improve the quality of classroom teaching.This paper will study the design and practice of high school chemistry micro-class based on core literacy through six chapters.The research content of this paper mainly revolves around the following five parts.The first part:Based on the analysis of the research background and current situation of micro-class and core literacy,this paper determines the research purpose and research ideas,and clarifies the feasibility and necessity of combining micro-class and core literacy in chemistry to promote students’ discipline ability and literacy.The second part: Relevant concept definition and theoretical basis.This paper expounds and summarizes the micro-class and teaching design model,determines the teaching design model of this micro-class--ADDIE model,and,based on the research purpose and significance,makes clear the research idea of using ADDIE model to design and develop micro-class for teaching practice.The third part:Investigation and analysis on the core literacy of micro-class and chemistry.Questionnaire survey was conducted to investigate and analyze the use of micro-classes,students’ cognitive attitude towards micro-classes and current students’ core qualities of chemistry.The interview method was used to deeply understand the high school chemistry teachers’ use of micro-classes and their feelings after teaching.The fourth part:Design and implementation of high school chemistry micro-class case.Using the ADDIE model,two micro-class cases,"sulfur dioxide conversion" and "acetic acid esterification",were designed and made,and the teaching practice of micro-class was carried out with the educational practice method.The fifth part:Evaluation of teaching practice effect of micro-class.Through classroom observation and interview,qualitative research was conducted on the learning effect of students and the improvement effect of the core quality of chemistry.This paper quantitatively studies students’ chemistry subject ability and chemistry core literacy development ability through teaching effect test paper and teaching effect evaluation form.The results show that the use of micro-class assisted teaching can improve the teaching effect,enhance students’ chemistry subject ability and promote the development of students’ chemistry core literacy.At the same time,I also found some shortcomings,hoping to further improve in the future teaching research,more excellent teaching cases into the classroom teaching practice.