Research On Teaching Strategies Of Senior Middle School Chemistry Unit Based On Advanced Learning

The General Office of the State Council issued the "Guiding Opinions on Promoting the Reform of General High School Education in the New Era" in 2019.The Ministry of Education has further revised the "General High School Chemistry Curriculum Standards(2017 Edition)" in 2020,and all clearly stated In high school classroom teaching,structured classroom teaching led by subject concepts should be infiltrated to promote the cultivation and implementation of subject core literacy.Compared with the traditional lesson-time instructional design,the unit instructional design has the characteristics of structured,systematized and integrated.It pays attention to the integrity of knowledge,the implementation of subject ability and core literacy,and can better meet the requirements of deepening curriculum reform in the realization stage.Based on the advanced theory of learning,this research conducted a practical exploration of the unit teaching of the optional compulsory content of high school chemistry "the direction,limit and rate of chemical reaction",which mainly includes the following contents:Based on the collection,sorting,reading,and analysis of a large number of relevant documents,the concepts of learning advancement,core literacy,unit teaching,etc.are defined;the theoretical basis involved in this research is briefly described,including humanistic education theory and constructivist education Theory,the latest development zone theory;theoretical discussion on the constituent elements,development models,and presentation methods of advanced learning.On this basis,the advanced learning model of the subject unit "Direction,Limit and Rate of Chemical Reactions" was constructed,and then the principles and procedures of the teaching design of high school chemistry unit based on advanced learning were discussed and analyzed.The unit teaching design lays the theoretical foundation.Starting from the requirements of the curriculum standard,carry out a unit instructional design based on advanced learning,including design elements such as unit theme generation,academic situation analysis,unit teaching objectives,unit class hours allocation,unit teaching evaluation tools,and the second is the detailed class design case.The teaching practice is based on the first grade students of XX middle school as the research object.Through the pre-test survey of the target grade,the starting level of the subject's disciplinary development is determined.Two classes with insignificant differences are selected as the experimental class and the control class.The teacher of the experimental class first conducts the unit teaching design based on the learning advancement before teaching,and then the teaching content is designed according to the class teacher's class division.After the teaching practice is over,the students in the two classes will be tested on the subject ability through the post-test papers,and the test data will be analyzed using SPSS software.From the practical results,it can be seen that the unit teaching based on advanced learning can significantly deepen students' understanding of the core concepts of the subject,improve the students' higher-level subject abilities,and promote the core literacy of the subject compared with the traditional classroom teaching based on class hours.Reached.Finally,summarize the teaching strategy.Unit teaching based on learning advancement should focus on the following points: clarify the knowledge structure of the unit and build a collaborative advancement model;create real problem situations to stimulate students' interest in learning;enrich learning task gradients to promote students' thinking;improve teaching evaluation standards and drive Student ability development.