随着2017年新课程改革的提出，强调以“素养为本”的教学，立德树人的任务实施进一步强调与完善。于2019年6月19日国务院办公厅发布了《关于新时代推进普通高中育人方式改革的指导意见》，强调全面实施新教材新课程、强化综合素质的培养、深化课堂教学改革、加强学生的发展指导等。2020年9月起新教材在安徽省初次使用，课程内容更加明确了学科能力和核心素养的落实，为教学模式的改进提供更多的条件。

政策方向的明确、新课程的改革方向的完善、当下教育教学形势的走向都在强调着对学生学科能力和学科素养提高的要求。在《普通高中化学课程标准（2017年版）》中提出化学学科素养包含“宏观辨识与微观探析”“变化观念与平衡思想”“证据推理与模型认知”“科学探究与创新意识”“科学态度与社会责任”5个方面，对化学学科能力定义为“终身学习能力、共有自主发展能力、沟通合作能力、决策能力和实践能力”。从对其的定义和解读，学科能力的外显可以理解为是学科知识内容转变为学生学科核心素养的主要途径，即学科能力是核心素养的外显形态。因此通过不同教学模式的转变和创新可以对学科能力进行外显，从而使得学科素养落地的同时提高学生的核心素养。

理论与实践同行，关于核心素养的实践方向主要体现在学科能力的提升和学科素养的落地、培养策略的改进和创新、教学中的具体实施及教学评价机制的安排等。这些问题的出现全部体现在教师“素养为本”的教学中，该如何实施提高学生的学科能力和学科素养的教学？如何结合学科内容及学科特点进行提高化学学科能力和学科素养的教学实践？这些已经成为化学“素养为本”教学中最重要的一部分。当下各种教学模式层出不穷，结合新教材的改进、化学学科的延展性，可以发现化学史相关教学模式的创新是一种有效的方法。

本次研究选取能力水平基本相近的2个班级作为研究对象，实验班开展“五线式”教学模式，对照班开展常规教学模式。研究中先以2019版人教版高中化学教科书、《普通高中化学课程标准（2017年版）》为课程“地基”，明确新旧教材、新旧课标的差异性及新教材新课标的内容要求，之后根据新教材、新课标基于化学史内容对选择性必修一《原电池》进行“五线式”教学设计，结合王磊提出的“3×3要素”学科能力的解析来定量外显学科能力的测评内容，从而突出学科能力是核心素养外显形态，明确核心素养的提升情况。在原“五线式”的前提下，以一条具体的研究原电池的历史线为主线，结合“知识线”、“探究线”“应用线”，将原有的“生活线”调整为“能力线”的改良式“五线式”教学模式，以“历史线”为载体，“活动线”为出发口、“知识线”为建构区、“应用线”为延伸面、“能力进阶线”为最终目标，凸显当下“以素养为本”的大方向趋势发展。将历史线作为明线贯穿所有研究内容，为了提升学生的参与度，历史线的铺展为学生扮演形式的情景剧模式，历史线情境的铺展不再以断片式僵硬的插入教学中，有利于“五线式”教学模式的开展。

本研究将原电池内容融合成一个整体，再分成三个课时进行课堂教学，教学实施前先使用前测问卷1对学生科学本质及化学史内容的认识层次进行学情分析，为该研究中化学史教学提供教学方向。再通过教学的实施，根据对学生化学学科能力的“3×3要素”基础上的能力界定编制化学学科能力自评的前测试题2及后测试题，前后测试题均通过SPSS软件对数据进行统计分析探查学生化学学科能力是否提升，从而确定素养是否可以落地，进而对实施结果进行客观评价并为新课标的教学模式提供一定的策略建议。

研究表明，基于化学史的五线式教学模式较于常规教学模式更能提升学生对于化学研究过程、化学家的生平的了解欲望，提升学生参与度的同时提高学生的学习兴趣。且在原电池的教学中学生的各能力水平均有所提升，其中推论预测、复杂推理、系统探究和创新思维能力提升尤为显著，有利于提升学生化学学科能力和学科素养。

With the introduction of the new curriculum reform in 2017, the emphasis on "literacy-based" teaching and the implementation of the task of establishing moral education is further emphasized and improved. On June 19, 2019, the General Office of the State Council issued the "Guidance Opinions on Promoting the Reform of General High School Education in the New Era", which emphasizes the comprehensive implementation of the new curriculum, strengthening the cultivation of comprehensive quality, deepening the reform of classroom teaching, and enhancing the guidance of students' development. The new textbook will be used for the first time in Anhui Province from September 2020, and the content of the curriculum is clearer about the implementation of subject competence and core literacy. Provide more conditions for the improvement of teaching mode.

The clear policy direction, the improvement of the reform direction of the new curriculum, the direction of the current education and teaching situation all emphasize the requirement of improving students' subject competence and subject literacy. In the "General High School Chemistry Curriculum Standards (2017 Edition)", it is proposed that chemistry subject literacy includes five aspects: "macroscopic identification and microscopic investigation", "change concept and balance idea", "evidence reasoning and model cognition", "scientific investigation and innovation consciousness", and "scientific attitude and social responsibility", and defines chemistry subject competence as "lifelong learning ability, total independent development ability, communication and cooperation ability, decision-making ability and practical ability". From the definition and interpretation, the externalization of subject competence can be understood as the main way to transform the subject knowledge content into the core literacy of students, i.e., subject competence is the externalization of core literacy. Therefore, through the transformation and innovation of different teaching modes, the subject competence can be externalized, so that the subject literacy can be implemented and the students' core literacy can be improved at the same time.

Theoretical and practical directions of core literacy are mainly reflected in the improvement of subject competence and subject literacy, the improvement and innovation of cultivation strategies, the concrete implementation of teaching and the arrangement of teaching evaluation mechanism. These problems are all reflected in the teachers' "literacy-based" teaching, how to implement the teaching to improve students' subject competence and subject literacy? How to combine the content and characteristics of the subject with the teaching practice to improve the ability and literacy of chemistry? These have become the most important part of the "literacy-based" teaching in chemistry. In the light of the new teaching materials and the extended nature of chemistry, it is possible to find an effective way to innovate teaching models related to the history of chemistry.

In this study, two classes with similar ability levels were selected for the study, and the experimental class carried out the "five-line" teaching mode while the control class carried out the regular teaching mode. In the study, the 2019 edition of the Human Education version of the high school chemistry textbook and the General High School Chemistry Curriculum Standards (2017 edition) were used as the curriculum "foundation" to clarify the differences between the old and new textbooks, the old and new standards and the content requirements of the new textbooks and new standards, and then based on the new textbooks and new standards, the content of Compulsory 2 "Chemical Reactions and Energy Changes" and Selective Compulsory 1 "Primary Battery" were studied based on the history of chemistry. After that, based on the new textbook and the new standard, we systematically carry out the "five-line" teaching design for optional Compulsory 1 "Primary Battery", combined with the analysis of "3×3 elements" proposed by Wang Lei to reveal the assessment content of subject competence, so as to highlight the subject competence as the external manifestation of core literacy. The students will be able to understand the core competency of the students and the improvement of the core competency. On the premise of the original "five lines", a specific line of history of the original battery is the main line, combined with "knowledge line", "line of inquiry" and "application line", and the original "life line" is adjusted to "ability line". Application line", the original "life line" is adjusted to "ability line" of the modified "five-line" teaching model, to The "History Line" is the carrier, the "Activity Line" is the starting point, the "Knowledge Line" is the construction area, the "Application Line" is the extension, and the "Ability Advancement Line" is the extension. The "History Line" is the carrier, the "Activity Line" is the starting point, the "Knowledge Line" is the construction area, the "Application Line" is the extension, and the "Ability Progression Line" is the final goal, highlighting the current trend of "literacy-based" development. In order to enhance students' participation, the history line is developed in the form of a drama in which students play the role of the students, and the history line is no longer rigidly inserted into the teaching in the form of broken pieces, which is conducive to the development of the "five lines" teaching mode.

In this study, the content of the original battery was integrated into a whole, and then divided into three classroom periods for classroom teaching. Before the implementation of the teaching, the first pre-test questionnaire 1 was used to analyze the students' knowledge of the nature of science and the content of the history of chemistry, and to provide teaching objectives and directions for teaching the history of chemistry in this study. The second pre-test questions and post-test questions of the self-assessment of chemistry competency were prepared based on the definition of students' competency based on the "3×3 elements" of chemistry competency, and the pre-test and post-test questions were statistically analyzed by SPSS software to investigate whether the students' chemistry competency was improved, so as to determine whether the literacy could be The results of the implementation were then objectively evaluated and certain strategies were suggested for the teaching model of the new curriculum.

The study showed that the five-line teaching model based on the history of chemistry was more effective than the conventional teaching model in enhancing students' desire to understand the process of chemical research and the biographies of chemists, and in increasing students' participation while enhancing their interest in learning. In addition, the students' ability to make inferences and predictions, complex reasoning, systematic inquiry, and creative thinking were all improved in the teaching of primary cells, which is conducive to the improvement of students' chemistry ability and subject matter literacy.