随着教育改革发展，我国的教育理念逐渐转变为“以人为本”：重视发展学生的核心素养，重视培养人才以适应终身发展及社会发展。随之，高考的命题趋势也发生了转变：既要考查必备知识，更要考查学科核心素养。此外，2018年内蒙古高考试卷由全国二卷变为全国乙卷，试题难度增大。然而，本地区教师进行高三复习课时仍然采取讲授为主，习题为辅的传统授课模式，这使得学生难以应对新高考模式。因此，笔者基于原有经验将DIY融入高三复习课中，通过教学实践研究探查DIY对学生学科核心素养的影响，并总结DIY教学策略，为其他一线教师提供一些建议。

本研究以学生的学科能力及核心素养为因变量，以是否展开DIY教学为自变量，针对电化学模块展开教学实践研究。为测试学生的化学学科能力及核心素养水平，将电化学模块的知识、活动等多个维度进行有机结合，再依据学业质量水平刻画，以此建构电化学模块学科核心素养的评价模型，开发测试工具。测试工具的信度效度达标可用于测试学生学科核心素养。随后，笔者参考项目式教学的相关理论展开对电化学模块DIY教学设计及实施。

本研究中实验班共展开了三次DIY活动，分别是基于制作原电池DIY活动复习原电池原理；基于自制电池DIY活动复习化学电源；基于电镀DIY活动复习电解池。对照班开展常规讲练结合的复习教学。在本次教学实践开始前，对两个班级的学生进行前测，探查两个班级学生成绩无显著性差异，可用于进行教学实验。每一节复习课后进行一次后测并针对学生的学习兴趣等方面进行一次问卷调查，以探查学生的学科能力及核心素养发展情况及学习动机等。

教学实验结果表明：在结束教学实验后，实验班学生的学科能力及核心素养的表现水平及发展较传统常规教学的对照班更高，尤其在科学探究与创新意识和科学精神与社会责任两个维度表现更佳。此外，在学科能力水平表现中实验班学生的应用实践和迁移创新能力提升程度高于对照班。因此，DIY教学能够促进学生学科能力及核心素养水平的发展。由此可知，DIY教学相比于传统常规教学更有利于高三电化学模块的复习，它能够提升学生的学习兴趣、学科素养、关键能力，同时它也能帮助教师开展有效的教学评价及分层教学，从而进一步促进不同层次学生的发展。

本研究还结合实验结论以及开展教学实验过程中的教学反思，提出针对DIY的高三复习课的教学建议。

With the reform and development of education, China's educational concept has transformed into "people-oriented" and the core literacy of students. Then, the proposition trend of the college entrance examination also changed: not only to examine the necessary knowledge, but also to examine the core literacy of the discipline. in 2018, the Inner Mongolia high school examination paper changed from College Entrance Examination Paper Ⅱ to College Entrance Examination Paper B, which is more difficult for candidates. However, teachers in the region still adopt the traditional teaching model of teaching knowledge, supplemented by exercises, supplemented by exercises. This is difficult to cope with the new college entrance examination model that examines the core literacy of students with real situations as a carrier. Therefore, the author integrates DIY into the high school review class based on the original experience, explores the impact of DIY's core literacy through teaching practice research, and summarizes DIY teaching strategies to provide some suggestions for other first -tier teachers.
In this study, the experimental class has launched a total of three DIY activities, which are based on the production of the original battery DIY activity to review the original battery principle; the chemical power supply is based on the homemade battery DIY activity; Carry out the review teaching combined with conventional lectures in the control class. Before the teaching practice began, students in the two classes were performed in front of the two classes, and there were no significant differences in the results of the two class students, which could be used to conduct teaching experiments. A questionnaire survey for students will be conducted after reviewing after class and conducting students 'learning interests to explore students' discipline ability and core literacy development and learning motivation.
The results of teaching experiments show that after finishing teaching experiments, the level of discipline ability and core literacy of the experimental class students is higher than that of traditional conventional teaching, especially in scientific inquiry and innovation awareness, scientific spirit and social responsibility The dimension performance is better. In addition, the degree of improvement of the application practice and migration and innovation capabilities of the experimental class in the level of discipline ability is higher than that of the control class. Therefore, DIY teaching can promote the development of students' discipline capabilities and core literacy levels. It can be seen that DIY teaching is more conducive to the review of high school electrochemical modules than traditional conventional teaching. It can improve students' learning interest, subject literacy, and key abilities. Teaching to further promote the development of students at different levels.
This study also combines the experimental conclusions and the teaching reflection of teaching experiments, and puts forward teaching suggestions for DIY high school review courses.