Research On The Current Situation,Causes,Countermeasures,and Practice Of "Macro Identification And Micro Analysis" Literacy Of Senior One Students

The basic education reform based on the core literacy is in full swing since developing the core literacy of middle school students proposed,the education value of chemistry discipline is the concentrated on the core literacy of chemistry discipline and the implementation of cultivating and developing the students’ core literacy of chemistry discipline is the key that every chemistry teacher should pay attention to "macro identification and micro analysis",as the first dimension of the core quality of chemistry discipline,is not only an important discipline concept of chemistry discipline,but also a characteristic way to solve chemical problems.It provides a basic point and perspective for students to observe and analyze problems in learning chemistry,and is significant for students to learn and understand chemical knowledge and solve practical problems.Therefore,based on the current situation and problems of the "macro identification and micro analysis" literacy level of high school students,this article proposes corresponding teaching strategies to cultivate and develop students’ "macro identification and micro analysis" literacy.The research adopts many methods such as literature research,questionnaire survey,interview and experiment.Firstly,the core concept is defined based the literature,and prepared the literacy level test of "macro identification and micro analysis".Taking the high school students of Class 1(3)and Class 1(4)in Jiangsu Province to do the survey,get the current situation and existing problems of "macro identification and micro analysis" by data analysis,Then,conducted semi-open interviews with students and teachers in the two classes for these problems,analyzed the reasons and proposed teaching strategies.Finally,based on the proposed teaching strategies,a practical study was carried out in Class3 and Class 4 of high school in Jiangsu Province to test the practice.The main conclusions of this article are as below:(1)The average score of "macro identification and micro analysis" literacy of the students in the first two classes of senior high school in a prefecture-level city of Jiangsu Province was 27.02(full score: 50),and the overall level of "macro-identification and micro-analysis" literacy was low.(2)The main problem of students’ "macro identification and micro analysis" literacy is their low ability to solve problems at the micro level;the ability to explain substances and their changes by using chemical symbols and quantitative calculation is limited;can’t flexibly thinking by macro and micro.(3)The factors that affect students’ "macro identification and micro analysis" literacy level are: students have mechanical memory of conceptual knowledge,lack of micro understanding of material and its changes,are not good at using symbols to represent material and its changes,lack of awareness of "macro and micro combination" to analyze and solve problems,and students’ learning initiative is not high;teachers have no deep understanding for the "macro identification and micro analysis",or no deep research for the "macro identification and micro analysis" literacy in the textbook(4)Propose teaching strategies to cultivate and develop students’ "macro identification and micro analysis" literacy: create real situations;Strengthen the discipline concept of "structure determines nature";Use symbols to represent substances and their changes;Guide students to solve problems by using the thinking mode of "macro micro combination".(5)After teaching practice,the scores of "macro identification and micro analysis" literacy level of the experimental class were higher than those of the control class on the whole,indicating that the proposed teaching strategy can effectively improve students’ "macro-identification and micro-analysis" literacy level.(6)In teaching practice finding that the implementation of the teaching strategy of cultivating and developing students’ "macro identification and micro analysis" literacy needs to focus on students’ experience and reasonably plan experimental teaching;Set up learning groups scientifically to improve the cooperation effect.The innovation points of this study are as follows:(1)Based on reviewing the literature,a literacy level test paper of "macro identification and micro analysis" was prepared.(2)Based on practical research,this paper proposes teaching suggestions and countermeasures for the implementation of teaching strategies to cultivate the quality of "macro identification and micro analysis".