基于核心素养的化学课堂教学转型：十年研究进展与趋势

Transformation of Chemistry Classroom Teaching Based on Core Literacy: Research Progress and Trends in the Past Decade

摘要: 为揭示化学学科核心素养研究的发展脉络与趋势，通过文献计量法与内容分析法，系统梳理2015~2024年中国知网相关文献，从发文量、作者、机构、主题等维度展开分析。研究发现：化学核心素养研究呈现三阶段特征，理论奠基期(2015~2017)聚焦概念界定，实践探索期(2018~2023)形成教学设计、评价体系与教师发展三大支柱，2024年以后深化转型期转向跨学科融合与智能测评；师范院校构成研究主力，西南大学、华中师范大学等机构成果显著，张贤金、王后雄等学者引领理论建构与实践创新；研究主题涵盖五大素养维度，实验教学与策略优化成为实践转化关键。该研究为素养导向的化学教育改革提供了系统的理论参照与实践路径，对推动基础教育从知识传授向素养培育转型具有重要启示意义。

Abstract: To reveal the development trajectory and trends of research on core literacy in the discipline of chemistry, a systematic review of relevant literature on CNKI from 2015 to 2024 was conducted using bibliometric and content analysis methods. The analysis was conducted from dimensions such as publication volume, authors, institutions, and themes. Research has found that the study of core literacy in chemistry presents a three-stage characteristic, with the theoretical foundation period (2015~2017) focusing on conceptual definition, the practical exploration period (2018~2023) forming three pillars of teaching design, evaluation system, and teacher development, and the deepening transformation period (after 2024) shifting towards interdisciplinary integration and intelligent assessment; Normal universities constitute the main research force, with significant achievements from institutions such as Southwest University and Central China Normal University. Scholars such as Zhang Xianjin and Wang Houxiong lead the theoretical construction and practical innovation; The research topic covers five dimensions of literacy, and experimental teaching and strategy optimization have become key to practical transformation. This study provides a systematic theoretical reference and practical path for the reform of literacy oriented chemistry education, which has important implications for promoting the transformation of basic education from knowledge imparting to literacy cultivation.