Holistic Teaching Design Of High School Chemistry Unit Based On Big Idea

The concept of modern education and teaching has changed from knowledge learning to the improvement of subject literacy.The learning of chemistry needs to start from the essence of the discipline and connect the learned knowledge.Students can turn knowledge learning into problem-solving ability.The big idea can point to the more core concept behind the knowledge of chemistry.Big idea can aggregate discrete facts and skills,and further implement the core quality of chemistry.The overall unit teaching based on big idea is an important way for teachers to organize fragmentary knowledge and implement the core literacy of the discipline.At the same time,it can also promote the transfer of students’ knowledge and help students improve their ability to solve problems.This study mainly explores the construction of the overall unit teaching model under the guidance of big idea.Investigate the feasibility and teaching effect of this model in the way of teaching practice.In the early stage,I sorted out the literature and defined the concept of big idea and unit overall teaching.Determine the big idea as the teaching logic of the course and carry out the overall design of the unit.Questionnaire survey and interview were used to understand the views and attitudes of senior high school chemistry teachers on the overall unit teaching with big idea.In view of the problems that some teachers are not clear about the overall teaching design steps of the unit with big idea.Starting from the connotation and characteristics of big idea,the author extracts the chemical big idea,sets the level of big idea,takes the three stages of reverse design as the framework of the whole unit teaching design,and completes the construction of the overall unit teaching mode based on big idea.In this study,taking iron and metal materials as an example,the teaching scheme is designed,the teaching practice is carried out,and the students are tested.From the perspective of the completion of classroom links,students actively participate in the activities designed by teachers and have a certain understanding of the nature of the changes in the properties of metal materials.From the result analysis of students’ scores,this model can indeed promote students’ understanding of knowledge and improve students’ ability to solve problems.At the same time,it has also been recognized by front-line teachers.This study provides an operable teaching template for front-line teachers to use big idea for unit overall teaching.