Innovation in Chemistry Culture Teaching Based on the “Four-Point Breakthrough” Paradigm: A Case Study of “Chemical Knowledge in Yi Embroidery”
DOI:
https://doi.org/10.18063/lne.v3i2.764Keywords:
Four-Point Breakthrough paradigm, Chemistry culture teaching, Yi embroidery, Core competencies, Scientific inquiry abilityAbstract
With the deepening reform of basic education curricula, cultivating students’ core competencies in chemistry teaching has become a hot topic in the field of education. This paper adopts the “Four-Point Breakthrough” teaching paradigm as its theoretical framework and integrates the intangible cultural heritage resources of Yi embroidery to explore new pathways for fostering core competencies in chemistry. By constructing a progressive teaching chain of “innate interest-accompanying interest-derivative interest,” the study combines chemical knowledge with ethnic cultural resources, forming an ecological classroom model of “contextual stimulation-knowledge modeling-transfer and application.” The results show that this teaching model effectively stimulates students’ learning interest, enhances their scientific inquiry skills and cultural identity, and provides an innovative practical example for chemistry teaching in ethnic regions.
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