Large-unit Teaching Design And Practice To Cultivate High School Students’ Ability In Chemistry

The new round of basic education reform is student-oriented and focuses on the cultivation of students’ subject ability.The core quality of the subject aims at developing students’ subject core quality,including the cultivation of students’ correct values,essential character and key ability,and the key ability includes the chemistry subject ability.Therefore,it is of great significance to develop students’ core literacy to cultivate students’ chemistry subject ability.Therefore,it is of great significance to develop students’ core literacy to cultivate students’ chemistry subject ability.Large-unit teaching focuses on big theme or big task,analyzes,integrates and reorganizes the teaching content,has the characteristics of integrity and system,and is an effective way to implement the core quality of chemistry.Cui Yunrong also pointed out that the present proposal of large unit teaching provides important guidance for the implementation of students’ subject core accomplishment.However,there are still some problems in the current teaching of large units.For example,the understanding of large units is still on the surface,the cultivation of students’ subject ability is ignored,and there are few cases linking large units with chemistry subject ability.Therefore,guided by the elements of chemistry subject ability proposed by Professor Wang Lei,this paper combines the cultivation of students’ chemistry subject ability with large unit teaching,hoping to provide new ideas for the implementation of students’ subject core accomplishment.This study is divided into five parts.The first part is the introduction,which mainly explains why large-unit teaching design should be carried out and the problems existing in the current large-unit teaching,and summarizes the domestic and foreign researches on large-unit teaching and chemistry subject ability,so as to understand the research status of large-unit teaching and chemistry subject ability.Secondly,the purpose,significance,methods and ideas of this study are expounded.The second part is the concept definition and theoretical support.On the basis of literature review,this paper defines the ability of large unit teaching and chemistry subject,and takes Piaget’s constructivist learning theory and Bruner’s cognitive structure theory as theoretical support.The third part introduces the relationship between chemistry subject ability and large unit teaching,mainly explains how students’ chemistry subject ability is formed,what kind of relationship exists between chemistry subject ability and large unit teaching,analyzes the elements of large unit teaching design,and establishes the model of their relationship on this basis.The fourth part is teaching design case.In this study,two classes with similar performance and ability level were selected as the experimental class and the comparison class from the first grade of high school.Taking Iron and Its Compounds as an example,the teaching content was analyzed,teaching objectives were determined,teaching activities were designed,teaching evaluation was carried out,and how to apply large unit teaching to develop students’ chemistry subject ability and how to evaluate chemistry subject ability were elaborated in detail.On this basis,teaching practice is carried out.The teaching practice focuses on the theme of "Exploring iron Supplements in Life".First,the teaching content is sorted out and re-integrated,and four tasks of understanding iron and oxides in life,simple iron checking,scientific iron supplementation,and measuring iron content in iron supplements are carried out in the context of "iron supplements".The chemistry curriculum standard and the chemistry subject ability of Professor Wang Lei are guided.Determine the teaching objectives,carry out the teaching activities of material classification,predicting material properties,designing experiments,conducting experiments,and drawing conclusions.Clarify the chemistry subject ability that students should achieve through teaching activities,and measure the students ’chemistry subject ability level through formative evaluation and expressive evaluation.The practical results show that large-unit teaching can effectively promote the development of students’ chemistry subject ability,is conducive to the implementation of the core quality of the subject,and can also improve students’ enthusiasm and initiative in class participation,so that more students can participate in the class and take chemistry subject ability as the standard to measure students’ ability level,which is conducive to teachers’ understanding of students’ cognitive development level.Adjust the breadth and depth of teaching content to improve teaching efficiency.The fifth part is to summarize and reflect on the shortcomings of this study.This study hopes to provide new ideas for front-line teachers to carry out large unit teaching design,enrich and improve the large unit teaching design,and provide new ideas for the implementation of students’ subject core literacy.