| The Chemistry Curriculum Standards for Compulsory Education(2022 Edition)clearly points out that "the content system of chemistry curriculum based on big concepts should be constructed,unit teaching should be designed and implemented reasonably,and the comprehensive development of students’ core literacy should be promoted." The core literacy is the general goal and direction of the whole basic education,and the big idea is the core thinking and core view integrated and connected based on the facts.It is a deep concept abstracted and refined from scattered concepts,which is conducive to the construction of a complete knowledge system and has great migration value.And the big idea is the anchor point for unit review and implementation of core literacy to specific teaching.Review is an essential part of teaching.Based on the current educational reality,most of the review courses have problems such as fragmented knowledge,single review method,and low efficiency.Therefore,it is necessary to break the original links between chapters and even between textbooks to construct new review units,change "knowledge fragmentation" into"knowledge structure",get rid of the practical teaching dilemma,and cultivate and comprehensively develop students’ core literacy.The teaching of big ideas is from concrete to abstract to apply to specific processes.Review is a method of continuous repetition,feedback and improvement of knowledge.The application of big ideas to unit review will help students understand the essence and core of knowledge deeply and continuously,and build a systematic knowledge network and complete cognitive structure while improving comprehensive ability.At present,the construction of the big ideas and the unit review of junior middle school chemistry are combined,and the research is less and not deep enough.Therefore,this paper carries out research on "how to break the dilemma of traditional teaching materials,based on the construction of big concepts,the overall design and implementation of unit review teaching,and the implementation of the cultivation of core literacy".This paper first determines the research content and methods,and studies and analyzes the idea definition and theoretical basis of the big ideas and unit review.Secondly,it surveys the junior middle school chemistry teachers and junior middle school students through interviews and questionnaires to understand the junior middle school chemistry teachers’recognition and implementation status of unit review,as well as the junior middle school students’ chemistry learning.Based on the survey results,the paper analyzes the influencing factors of the implementation of junior middle school chemistry unit review,and prepares for the follow-up research.Then,based on the previous theoretical basis and the analysis of the questionnaire survey,the author designed and analyzed the "chemistry and society" single review of junior middle school chemistry from the following aspects:the determination of the theme and content of unit review,the formulation of unit review objectives,the design of unit review activity flow,and the reflection and evaluation of unit review.Finally,from the perspective of "Chemistry promotes sustainable development of society",the unit review case design of "Chemistry and society" is put into practice.Two grade 9 classes with similar learning conditions were selected.One class was used as the experimental class for unit review,and the other was used as the control class for regular review mode.Through the comparative analysis of unit review and tracking test results before and after implementation,it is verified that the unit review of "Chemistry and society" in junior middle school chemistry from the perspective of big ideas can promote students to understand the essence and core of knowledge more comprehensively and thoroughly,summarize problems more abstractly,deepen the analysis of problems,and improve students’ academic performance,thinking level and core quality. |
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