Practical Research Of Large Unit Teaching Based On Situational Line In Chemistry Teaching Of High School

With the advance of the times and the development of society,people with excellent character,key competencies and core values to deal with complex realities are needed.Therefore,the cultivation of core literacy is proposed in the process of educational development and reform.It is the lifelong pursuit of educators to cultivate students' core literacy,lay a solid foundation for their lifelong development,and provide excellent talents for the development of mankind.How to effectively cultivate students' core literacy? The research of new teaching models is one of the ways to achieve this.Situational teaching is a teaching method recognized by both ancient and modern education researchers at home and abroad.The educational value of situation is immeasurable.Therefore,contextual-based teaching research has always been a hot topic.Large unit teaching is a model based on the cultivation of core literacy and actual teaching situation to deal with the problem of fragmented knowledge and weak comprehensive ability of students,in which situation is the core element.The situational line can guide a complete learning thread.The combination of situational lines and large units will improve the teaching effectiveness and promote the development of students.Therefore,the large-unit teaching mode based on context line from the perspective of core literacy is discussed in this paper.And the teaching model is applied to the chemistry teaching of senior high school.This study provides theoretical and practical basis for the study of teaching model.The research methods of this paper mainly included literature research method,questionnaire survey method,interview method and experimental research method.Firstly,the literature research method was used to check the current research status of situational teaching and large unit teaching at home and abroad.Relevant concepts were analyzed and theoretical basis was sorted out in combination with literature.Secondly,questionnaire survey was conducted to understand the students' chemistry learning situation,their feelings toward situational teaching and their expectations for the large-unit teaching based on situational lines.The front-line teachers' understanding of core literacy,situational teaching and their views on this model were understood through interviews.Then,on the basis of this research,combined with the views of the predecessors,a large unit teaching model based on the situational line was designed,and the elements in the model were analyzed.And according to the actual teaching situation of the experiment objects,the unit teaching model of "be an explorer of the ocean,explore the two important elements of sodium and chlorine" is designed.The teaching practice was studied and compared with the traditional teaching methods.The data of the research were obtained through test paper evaluation,evaluation scales and interviews,and statistical software is used to analyze the data and obtain research results.Finally,the theoretical research and practical research are summarized,and prospects are put forward.In this study,the designed teaching mode was applied to the chemistry teaching of senior high school.And the practice proves that this model can improve students' performance,appropriately improve students' learning behavior,and promote the achievement of learning goals.The large-unit teaching based on situational line is a new teaching model.This paper provided research ideas and presented the research process,which can provided a certain reference for the majority of education researchers.However,there are still some shortcomings in this research,which will be further studied in the future teaching work.