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

Along with the curriculum and teaching reform again and again in our country,the training of core literacy has become the highest goal and value pursuit of teaching,so as to meet the demand of innovative and high quality talents in the new era.Looking at the current teaching in our country,the biggest problem is the lack of focus,the lack of knowledge and the connection between knowledge,therefore the urgent need for the teacher to based on the whole to systematize the knowledge and deeply think about the core idea behind the knowledge,in an efficient integrated way to solve this teaching situation at present.In 2018,the Ministry of Education clearly put forward the big idea in the curriculum plan of ordinary high schools,and in 2022,the Chemistry Curriculum Standards for Compulsory Education emphasized the need to condenses the big idea and give full play to its teaching value.It can be seen that the big idea provides a new perspective for the implementation of the core literacy of the discipline and provides a solution direction to avoid the fragmentation of knowledge teaching.To sum up,this paper selects "Ion Reaction and Equilibrium in Aqueous Solution",Chapter 3 of the Optional Chemistry Required Course for senior high School,as the research content to carry out the research on the teaching design of senior high school chemistry unit based on the big idea.First of all,this study uses the literature research method to sort out the theoretical and practical research status of big idea teaching and unit instructional design at home and abroad,and defines its idea,and expounds the value of big idea teaching from the perspective of learning science.Under the guidance of Bruner’s cognitive structure learning theory,Ausubel’s cognitive assimilation learning theory and constructivism learning theory,a unit instructional design model pointing to the big idea is constructed:extracting the big idea of subject,determining the unit theme,determining the unit teaching objectives,searching for evaluation evidence,designing the task-driven class hour teaching based on idea construction;And put forward to large unit teaching of the idea of design strategy:(1)reading large idea,build a knowledge network;(2)Explore the source of knowledge and construct basic problems;(3)Deconstruct teaching objectives and find assessment evidence;(4)Create real situations and design learning activities.Secondly,based on the above theoretical research,"Ion balance in aqueous solution" is selected as the practice unit,and the unit knowledge network is constructed based on the analysis of teaching materials,curriculum standards and learning situation.The big ideas of this unit are extracted as "particle view" and "equilibrium view",and the theme of the unit is determined as "Understanding the law of change in aqueous solution based on particles and equilibrium".Unit teaching objectives,thematic teaching objectives and class period teaching objectives were determined according to the curriculum standards,evaluation methods were determined according to different types of objectives,and 8 class period teaching contents were designed according to the "situation-task-problem-activity" model.Finally,in order to verify the effectiveness of big idea teaching,the experimental research method is used to select two classes of the second grade of a key high school in Nanning,Guangxi Zhuang Autonomous Region for teaching practice.After practice,the practice is summarized by comparing and analyzing the results of unit test paper,teacher evaluation scale and student self-evaluation scale of the two classes.The research results show that compared with traditional teaching methods,unit teaching oriented to big ideas is more conducive to the establishment of students’ discipline idea,to the understanding and transfer of students’ knowledge,to the change of teachers’ teaching methods and students’ learning methods,and to the integration of teaching evaluation.The innovation of this study lies in the organic combination of big ideas and unit instructional design,the construction of unit instructional design model pointing to big ideas,the development of class teaching cases according to the task-driven teaching model based on idea construction,the design of hierarchical teaching objectives conducive to evaluation,and the selection of different evaluation tools according to the types of objectives.