Research On Large Unit Teaching Of Chemistry Subject Under Core Literacy

On the basis of three-dimensional objectives,the "Chemistry Curriculum Standards for Senior High Schools(2017 Edition,revised in 2020)" condense and put forward the core accomplishment of chemistry subject based on the essence of the subject.How to effectively cultivate students’ chemistry core accomplishment has become the focus of the new curriculum reform.To a certain extent,the traditional teaching based on single class hour and textbook unit is not enough to cultivate students’ core literacy,while the large unit teaching has the characteristics of high station and strong tolerance.It advocates the design of big ideas,big projects,big tasks and big problems,and can systematically combine the concepts of core literacy education together.The large unit teaching oriented towards the core accomplishment of chemistry pays more attention to the overall structure of teaching ideas,the accomplishment of teaching objectives,the systematicness and logicality of teaching contents,and the real learning of students,which is conducive to changing the current situation of students’ fragmented learning,high scores and low abilities.Therefore,based on the core accomplishment of chemistry discipline,this project proposes a corresponding path for the design of chemistry large unit teaching in senior high school.Based on this path,case design is carried out and its effect is tested,in order to provide theoretical and practical basis for the study of large unit teaching mode.First of all,literature research method was adopted to sort out and summarize the relevant researches of domestic and foreign scholars on core literacy,chemistry core literacy and large unit teaching in recent years.Based on this,the concept of large unit teaching was defined,and the relationship and characteristics between core literacy of chemistry discipline and large unit teaching were clarified.It also distinguishes the traditional teaching based on "lesson" and "textbook unit" from the large unit teaching based on the core accomplishment of chemistry subject.Then,the current situation of chemistry unit teaching in senior high school was investigated to front-line chemistry teachers in the form of network questionnaire.Then,the design path of chemistry unit teaching,including design ideas and specific design process,was proposed based on the survey results and the concept of cultivating chemistry core literacy.Finally,based on the above path,a large unit teaching case with the theme of "Properties and Transformation of Typical Iron-containing Substances" was designed,and the teaching practice was carried out to verify that large unit teaching is more conducive to cultivating students’ core quality of chemistry than traditional class teaching in the form of process evaluation and unit testing.The thesis main research results are:(1)through the analysis and summary of the results of questionnaire,understand to the surveyed teachers in implementing core literacy training for large unit teaching has a positive attitude,but for the large unit teaching understanding is not deep,use frequency is low,the lack of the atmosphere of collective lesson preparation and effective design methods and cases.(2)Based on the preliminary theoretical research and questionnaire results,combined with the cultivation concept of core literacy of chemistry discipline,the design ideas of large unit teaching and the specific design process of each link are explored,providing a method for teachers to design large units.(3)The large unit teaching cases designed are effective,and their scores are improved in unit testing results.Students have high participation in class,which is of reference value and feasibility.