The promotion and implementation of a new round of high school chemistry curriculum reform with "core literacy" as the training goal requires high school chemistry teachers to have a deep understanding and recognition of "core literacy". It is necessary for primary and secondary school teacher training institutions to carry out high school chemistry teacher training based on the understanding of "core competencies". It expounds the connotation of students' development of core competencies and the core competencies of high school chemistry disciplines, constructs a "topic research" training model based on the understanding of "core competencies", and analyzes the application of this training model in the form of cases. Finally, it analyzes the application of the training model based on the "core competencies". "Reflections on Understanding High School Chemistry Teacher Training."

With the continuous advancement of high school chemistry curriculum reform and college entrance examination reform, "core competencies for student development" and "core competencies for high school chemistry subjects" (hereinafter referred to as "core competencies") have become news media and The most frequently appearing words in educational newspapers and periodicals. No matter how much chemistry education researchers and first-line high school chemistry teachers know and study about "core competencies", "core competencies" will become the direction to guide the reform of high school chemistry courses in the future. As teachers in primary and secondary school teacher training institutions, when faced with "core competencies", we need to think about the following issues: first, what are "core competencies"; second, how well do high school chemistry teachers understand "core competencies" ; The third is what is the level of "core literacy" of the majority of high school chemistry teachers themselves; the fourth is how the majority of high school chemistry teachers cultivate students' "core literacy" in practice. The basis of these four questions is what "core competencies" are and whether the majority of high school chemistry teachers understand "core competencies". Therefore, before the high school chemistry curriculum reform with the goal of cultivating “core competencies” is officially launched, as teachers in primary and secondary school teacher training institutions, we believe that it is necessary to promote high school chemistry teachers’ awareness, understanding and recognition of “core competencies” through training in advance. ”, on this basis, evaluate the level of one’s own “core competencies” and explore ways to cultivate students’ “core competencies” in practice.

1. Construction of high school chemistry teacher training model based on the understanding of "core literacy"

(1) Understanding of "core literacy"

The "core" of this article "Competencies" involve two concepts, namely "core competencies for student development" and "core competencies for high school chemistry subjects". "Students develop core competencies" is the overall goal of the new round of high school curriculum reform. To achieve this overall goal depends on the implementation of the sub-goals of cultivating core competencies in each subject. On September 13, 2016, the Ministry of Education entrusted Professor Lin Chongde of Beijing Normal University to take the lead and cooperate with nearly a hundred experts from domestic universities to complete the research results of "Chinese Student Development Core Competencies" which took three years to release. "Student Development Core Competencies" refers to the essential characters and key abilities that all students must possess to adapt to future work and life, and points to the question of what kind of future citizens to cultivate. "Student development core literacy" is an organic integration of knowledge and skills, processes and methods, emotional attitudes and values. "Student development core competencies" include three major aspects: cultural foundation, independent development, and social participation, and are refined into six major competencies: cultural heritage, scientific spirit, learning to learn, healthy living, responsibility, and practical innovation. The six major competencies can be Break it down into 18 essential points. The competencies that reflect the characteristics of the chemistry discipline formed by high school chemistry education and teaching are called "high school chemistry core competencies". The Ministry of Education organized experts to develop the core competencies of high school chemistry subjects. The experts proposed to use "macro identification and micro analysis", "change concept and balance thought", "evidence reasoning and model cognition", "experimental inquiry and innovation consciousness" and "scientific spirit". and social responsibility" to summarize and express the core competencies of high school chemistry disciplines. [1] To put it simply, "High School Chemistry Core Competencies" answers the question of whether a citizen has learned chemistry, what difference it will make to his future work and life, and what kind of subject characteristics and subject value the chemistry subject has.

(2) Construction of high school chemistry teacher training model

In order to promote high school chemistry teachers’ understanding of “core competencies”, we have adopted the method that has been researched and practiced in recent years and has achieved good results. The effective "topic research" training model [2][3] was improved and innovated in this training project, and a "topic research" training model based on the understanding of "core competencies" was constructed. The "topic research" training model based on the understanding of "core literacy" takes "document reading" as the starting point of the training link, and extends around "document reading" to "reflective teaching", "organizing and compiling documents", and "discussing in class, led by experts" The results of "on-the-job practice", "discussion in class, led by experts" and "collation and compilation of literature" further lead the participating teachers to "reflect on teaching". After gaining a certain understanding of the "core competencies" around "literature reading", the participating teachers returned to their respective jobs and carried out "on-the-job practice". "Literacy" is practiced in high school chemistry classrooms and explores how high school chemistry classroom teaching can cultivate students' core competencies. After several months of on-the-job practice and research, through the online training platform, participating teachers were organized to conduct centralized reports, mainly in the form of "student presentations, expert comments". The participating teachers reported the "core competencies" they had learned before Relevant literature is combined with their own practical research to demonstrate their understanding of "core competencies", and experts provide comments and corrections. On this basis, the participating teachers wrote a paper based on the understanding and thinking formed in early literature reading, class discussion, teaching reflection, on-the-job practice, student presentation, etc., and submitted it to a journal for publication, expressing their understanding of "core competencies" Share with other colleagues and further apply the results in your own high school chemistry classroom teaching practice.

2. Analysis of practical cases of high school chemistry teacher training based on the understanding of "core competencies"

The following is a comprehensive reform demonstration project of the "National Training Plan" of the Ministry of Education and the Ministry of Finance undertaken by us - —The "National Training Plan (2016)" multi-year progressive training project high-end training class for improving the ability of high school chemistry teachers is taken as an example to explore how to implement the "topic research" training model based on the understanding of "core competencies" in this project. This training project is carried out in a multi-year, phased and mixed format. In the first year of centralized training and online training, the positioning of this project is to promote the awareness, understanding and recognition of "core competencies" by key high school chemistry teachers through "topic research" ", and form research results on "core literacy" to be published in core journals or mainstream journals, and apply the research results to high school chemistry classroom teaching.

(1) Literature Reading→Reflective Teaching

Before the first centralized training in the first year of this project, the project team provided a series of documents in the QQ group Published papers and related publicity reports on "Student Development Core Competencies" and "High School Chemistry Core Competencies". Each participating teacher is required to carefully read the literature provided by the project team before the training. Through communication with participating teachers in the class QQ group, it was found that the vast majority of teachers are not familiar with "core competencies for student development" and "core competencies for high school chemistry subjects". There are only a handful of teachers who have series of studies and in-depth knowledge and understanding of this. Countable. On the basis of literature reading, participating teachers can begin to reflect on the differences and connections between high school chemistry classroom teaching based on "core competencies" and high school chemistry teaching based on "three-dimensional goals" before training. After reading the literature, many participating teachers have greatly changed their knowledge and understanding of "core competencies for student development" and "core competencies for high school chemistry subjects". From the original strangeness, confusion and even resistance to initial understanding and gradual acceptance. They realize that core literacy is actually the organic integration of three-dimensional goals, and it is not a complete reinvention or reinvention.

(2) Literature reading→organizing and compiling literature→reflecting on teaching

After the training class started, in order to help the participating teachers collect relevant "core competencies for student development" more independently To read and study the latest literature on the "Core Competencies of High School Chemistry Subject", the project team arranged for experts to offer courses related to "Literature Retrieval and Application" to help the participating teachers master the general methods of literature retrieval and the general ideas of literature reading and analysis. In order to promote further knowledge and understanding among the participating teachers, the project team also invited CNKI lecturers to introduce the use of CNKI’s “Dacheng Editor” platform to the participating teachers. The project team requires each participating teacher to organize and compile a collection of literature on "core competencies" around "core competencies for student development" and "core competencies for high school chemistry subjects." The main purpose of allowing participating teachers to use "Dacheng Editor" to organize and compile literature collections is to use a task-driven approach to encourage participating teachers to apply the literature retrieval techniques they have learned, read and download relevant documents, and while reading and sorting out Based on this, the literature is summarized and classified. For example: some participating teachers divided the literature into foreign research on core competencies and domestic research on core competencies; some participating teachers divided the literature into foreign research on core competencies, research on core competencies in Chinese student development, and core competencies of various high school subjects. Literacy research; some participating teachers divided the literature into conceptual research on core literacy, research on the connotation of core literacy, and research on ways to cultivate core literacy; and so on. On the basis of sorting and compiling literature, participating teachers will naturally reflect on their usual teaching practices and reflect on whether their classroom teaching is based on the cultivation of students' core competencies and whether they are qualified for the task of cultivating "core competencies" , what areas do you still need to improve in your future teaching?

(3) Literature reading → discussion in class, expert leadership → reflective teaching

The literature reading materials before the training are mainly provided by the project team, and the literature collection and compilation after the training begins Reading materials are mainly downloaded by participating teachers using the Chinese database according to their own needs and understanding. The literature reading in this link mainly adopts the methods of intensive reading and thorough reading of literature. The project team made an innovation in the content and format of the training course. Through discussions with teaching experts, we changed the previous special lecture format of experts' "passing on the teachings" and adopted the method of literature reading, in-class discussion, and expert guidance. Two days before the start of the course, three newly published research papers on core competencies were printed and distributed to all participating teachers. These three papers are "The Relationship between Core Competencies and my country's Basic Education Curriculum Reform" [4] written by Professor Yang Xiangdong, a curriculum reform expert from the Ministry of Education and East China Normal University, and "Core Competencies" written by Mr. Cheng Shangrong, a former national superintendent and a famous education expert. "Chinese Expression of Competencies" [5], and "The cultivation of subject core competencies is the soul of subject education" written by Wang Yunsheng, a core member of the high school chemistry curriculum standard revision group of the Ministry of Education and a special teacher [6]. All participating teachers are required to study these three papers carefully, annotate and write down their experiences where they have insights, and annotate and express their confusion on areas they do not understand. The class discussion was hosted by Teacher Wang Yunsheng, a core member of the High School Chemistry Curriculum Standards Revision Group of the Ministry of Education and a special teacher.

At the same time, the research results should be further applied to high school chemistry classroom teaching, and the understanding of "core competencies" should be further deepened in practice.

3. Reflection on the training of high school chemistry teachers based on the understanding of "core literacy"

We constructed a "topic research" training model based on "core literacy" and conducted practical exploration on this , we believe that to achieve better results we need to pay attention to the following aspects.

(1) Literature reading plays an important role in the understanding of "core literacy"

Literature reading plays an important role in project research. Literature reading is the starting point of project research and an important way to solve problems when encountering difficult problems during the project research process. In the "topic research" training model based on the understanding of "core literacy", literature reading is the starting point of the entire training model. Through literature reading, training teachers can be triggered to reflect on teaching; tasks of sorting and compiling literature collections can be assigned for training teachers to search , download, read, sort out, classify, and summarize literature; you can also conduct intensive reading of designated literature and conduct in-depth discussions on specific issues; you can also conduct on-the-job practice based on literature reading. Of course, during the on-the-job practical training, if you encounter relevant difficult problems, you can further consult the literature to solve the difficult problems. Therefore, literature reading plays a very important role in the understanding of "core literacy".

(2) The participating teachers should take the initiative in understanding the "core competencies"

In the entire teacher training process, the participating teachers are the main body of the training. As the main body, they must Activate your own motivation and enthusiasm to participate in training, devote yourself to the training, and continuously improve your "core competencies" through literature reading, reflective teaching, sorting and compiling literature, class discussions, student presentations, expert guidance, etc. understanding. At the same time, as a training subject, we cannot be repulsive towards the learning of "core competencies", but must proactively accept "core competencies"; we must also actively reflect on the relationship between "core competencies" and "three-dimensional goals" and actively practice them in practice. Explore ways to cultivate students’ “core competencies”. Of course, to cultivate students' "core competencies", teachers should first have a high level of "core competencies". Teachers should proactively compare the relevant requirements of "core competencies" and check for deficiencies through self-study, training, practice, reflection, etc. Fill in the gaps and improve one’s own “core literacy” level.

(3) The participating teachers’ understanding of “core competencies” is developing dynamically

When reading relevant research papers on “core competencies” by domestic education experts, many participating teachers The training teachers have discovered a very interesting phenomenon: many experts’ understanding, understanding and explanation of “core competencies” are changing. This is actually normal. “Core literacy” is a new thing for domestic education experts and front-line teachers. The understanding of "core competencies" by both experts and front-line teachers is dynamically developing and is not static. During the training process, we also found that the participating teachers’ understanding of “core competencies” has been developing dynamically. Many teachers who participated in the training were originally unfamiliar, confused or even rejected by "core competencies". Through continuous learning and research, they began to change their knowledge and understanding of "core competencies" and realized that "core competencies" are indeed important for high school chemistry classrooms. The shift from teaching to educating people has pointed out the direction of practice, and they have also become more proactive and conscious in further researching and practicing the "core literacy" training goals.