Teaching Research Based On "Scientific Attitude And Social Responsibility" In Real Situation

The General High School Chemistry Curriculum Standards(2017 Edition)advocates creating real-life situations in the classroom,emphasizes the use of chemical knowledge as a tool to solve real life problems based on real situations,and develops and evaluates students’ core literacies.The high school chemistry curriculum is an important vehicle for implementing the fundamental task of establishing moral education and developing quality education,and the literacy of "scientific attitude and social responsibility" reveals the higher-level value pursuit of chemistry learning,which coincides with the fundamental goal of "establishing moral education".Therefore,the research direction of this paper is to develop students’ core literacy of "scientific attitude and social responsibility" in real situations,in order to realize the transformation from knowledge teaching to literacy implementation,and from "subject teaching" to "subject education"."This paper focuses on the following aspects This paper mainly focuses on the following aspects of detailed research:1.The theoretical study of "real-life situations" and "scientific attitudes and social responsibility" is carried out from the background and current situation respectively.First,there is a tendency to combine the two in recent years,and some studies have proved that "real-life situations" have contributed to the development of students’ "scientific attitudes and social responsibilities",which provides the theoretical basis for this study.Secondly,the evaluation methods of students in related studies are generally single,which provides an idea for this study to adopt the evaluation method of "process+ result",and to comprehensively evaluate the development of students’ core literacy from three aspects: classroom performance,post-class diagnosis,and post-class interview.This provides an idea for this study-to adopt a "process + result" evaluation method to comprehensively evaluate the development of students’ core literacy in three aspects: classroom performance,post-class diagnosis and post-class interview.2.A survey was conducted to understand students’ knowledge and enjoyment of "real-life situations" and the achievement of "scientific attitudes and social responsibility" core literacy.Through interviews,teachers’ knowledge and application of "real-life situations" and "scientific attitudes and social responsibility" were understood,and the results of the surveys and interviews were analyzed to draw relevant conclusions.3.Summarized the general ideas of teaching "scientific attitudes and social responsibility" in real situations by referring to a large amount of literature and actual teaching research,and integrated the contextual materials in the textbook and the new curriculum in order to provide teachers with teaching references.4.Analysis of students’ classroom performance and the results of post-class questionnaires and interviews led to the conclusion :(1)"Real situation" can promote the cultivation of students’ "scientific attitude and social responsibility",which requires teachers to conduct targeted classroom teaching and after-class diagnosis.(2)The "process + result" approach allows for a more comprehensive evaluation of the process of formation and achievement of this literacy for students;(3)The cultivation of "scientific attitude" and "social responsibility" is inseparable.