Research on the Value and Implementation Strategies of Demonstration and Explanation in“Literacy-Oriented” Chemistry Classroom Teaching
XIN Wan-Xiang1,2, SUN Jia-Lin3**, ZHENG Chang-Long1**, SHAN Yuan-Yuan1
1.College of Chemistry, Northeast Normal University, Changchun 130024, China; 2.No.11 High School of Changchun, Changchun 130024, China; 3.College of Chemistry, Chongqing Normal University, Chongqing 401331, China
Abstract Demonstration and explanation behavior has unique value in “literacy-oriented” chemistry classroom teaching practice. It can set constructive chemistry teaching situations, provide evidence for the construction of chemical core concepts, and provide opportunities for students to performance their core literacy. Therefore, teachers should adopt the following teaching strategies when implementing the demonstration and lecture behavior based on the theme of developing students’ core accomplishment in chemistry: designing real and valuable problems, using various effective cooperative demonstration forms, and designing various high-level thinking activities.
XIN Wan-Xiang, SUN Jia-Lin, ZHENG Chang-Long, SHAN Yuan-Yuan. Research on the Value and Implementation Strategies of Demonstration and Explanation in“Literacy-Oriented” Chemistry Classroom Teaching[J]. Chinese Journal of Chemical Education, 2020, 41(3): 42-46.
