| Education is the cornerstone of national rejuvenation,and primary and secondary education is the foundation of education.The report of the 19 th National Congress of the Communist Party of China emphasizes that we should take moral cultivation as the fundamental task of education and develop quality education.The 20 th National Congress of the Communist Party of China further put forward the strategy of strengthening the construction of education power.In 2017,the state promulgated a new round of curriculum standards,which clearly put forward the concept and connotation of core literacy of chemistry.The application of teaching methods based on core literacy is conducive to cultivating and improving students’ individual ability,realizing the comprehensive development of students’ quality,and contributing to the cultivation of national talents in the 21 st century.Under the guidance of Chemistry Curriculum Standards for Senior High School(2017 Edition),a variety of chemistry textbooks have appeared,among which the People’s Education Press(PEP)version and Shandong version are the most widely circulated.This study uses literature analysis,comparative research,case analysis,interview and other educational research methods to carry out in-depth and detailed analysis of the two versions of textbooks,dig out the core literacy involved in different versions of textbooks,combine the comparison results,and take the content related to the hydrolysis of salt as an example to conduct teaching design and teaching practice.It is expected to help front-line teachers grasp the development trend of new textbooks faster,provide some inspiration and reference for them,and then better integrate the core quality of chemistry into classroom teaching,and finally improve the quality of education.This paper consists of six parts:The first part is the introduction.The background,purpose,significance and content of the research are expounded,and the comparison of foreign and domestic chemistry teaching materials and the research status of core literacy are sorted out in detail.The second part is the core concept and theoretical basis.This paper defines the concepts of curriculum standards,core literacy,core literacy of chemistry and chemistry textbooks,and presents the main theories related to this study.The third part takes "Principle of Chemical Reactions"(optional compulsory course1,2019 PEP version)and "Principle of Chemical Reactions" as the research object.The differences and similarities between them in content composition,content selection,column setting and the embodiment of core qualities are studied.It is found that the two textbooks have different emphasis on the presentation of the core literacy of chemistry subject,and the teaching textbooks of the PEP version appropriately dispersed the teaching difficulties and the teaching content is relatively scattered,while the Shandong version focuses on the cohesion of knowledge points,the compact teaching structure and the cultivation of students’ independent thinking ability.The fourth part,taking "hydrolysis of salts" as an example,presents the concrete links of teaching design after integrating the core accomplishment of chemistry in detail.Based on the comparative analysis of the two textbooks above,the content of "hydrolysis of salts" is rearranged,and the teaching design of this content is carried out for 3 periods,aiming at integrating the core quality of chemistry into every link of teaching activities.The fifth part takes two parallel classes in grade two of a key high school in Wuhan as the research object.In order to explore the core literacy of students in chemistry,preteaching test is conducted before teaching practice,pre-test questions are compiled,and SPSS 26 software is used to analyze the test results of students.The experimental results prove that the core literacy level of students is homogeneous and can be used in teaching practice.This study is divided into experimental class and control class.Teaching is carried out by teaching design integrated with core qualities and traditional teaching design respectively.After the completion of teaching practice,students in the two classes are tested and interviewed for analysis.Teaching experiments and interviews prove that the core literacy of students has been significantly improved after the teaching design integrated with the core literacy.The sixth part is the research conclusion,reflection and prospect.This shows that by analyzing the similarities and differences of the teaching materials structure of the PEP version and the Shandong version,the core literacy of chemistry contained in them is explored.This new teaching design method is helpful for students to develop the core quality of chemistry and promote their all-round development. |
