The Teaching Design Strategy Of Junior High School Chemistry From The Perspective Of Large Unit Teaching

In 2014,the Ministry of Education issued Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Cultivating Virtues and Cultivating People,which clearly stated that students should have the necessary character and ability to adapt to lifelong development and social development.Therefore,the Ministry of Education has gradually organized research on the development of core literacy system for students of all academic sections and disciplines,and the implementation of core literacy has gradually become the general goal of modern education and teaching.In this context,relevant scholars and junior high school teachers have begun to take the initiative to explore a new teaching model,and large unit teaching has become the main research direction due to its effectiveness in implementing the subject’s core literacy.Large unit teaching calls for the teaching design under the new curriculum reform must also be reformed.In the new era,the teaching design should be transformed from the design of a single knowledge point or a single class to the design of a large unit,which puts forward new challenges to teachers’ teaching design ability.Based on a large number of literature reading,this paper firstly analyzes the research status of large unit teaching and its teaching design,summarizes the characteristics of large unit teaching and demonstrates the relationship between it and the implementation of core literacy,and then analyzes the basic principles that should be followed in this mode of teaching design.Then,interviews and questionnaires were conducted to analyze the recognition degree of chemistry teachers in compulsory education for large-unit teaching,whether it is practiced,and the understanding degree of teaching design based on large-unit teaching as well as the existing difficulties.The survey found that most chemistry teachers in junior middle school recognized the advantages of large-unit teaching in cultivating students’ core literacy.However,in the practical process,it is difficult to carry out teaching design from the perspective of large unit teaching.The difficulties lie in the lack of professional quality,the lack of understanding of the connotation and content of teaching design from the perspective of large unit teaching,and the lack of operational ideas for teaching design of large unit teaching.Based on the analysis of the survey results,this paper puts forward the teaching design strategy from the perspective of large-unit teaching,which includes the operation process of the teaching design,and makes a case demonstration with the content of the junior high school chemistry textbook of the Human education edition for the reference of front-line teachers.According to the survey results,most teachers think post-learning reflection is of little significance in large-unit teaching,but post-learning reflection is the transition of students from knowledge and skills to comprehensiveness.In order to attract teachers’ attention,the author also puts forward several reflection frameworks about how students conduct post-learning reflection in teaching design from the perspective of large-unit teaching in detail.The above cases provide three types of post-learning reflection demonstration.Teaching design from the perspective of large unit teaching is a new teaching design to deepen the reform of chemistry teaching,actively explore the nature of the core quality of the subject and adapt to the future development of chemistry education.In recent years,the development of subject teaching design based on large unit teaching has become a research hotspot in the current education reform,but there are still some difficulties for the operators of this teaching design teachers.The practical significance of this paper is to sort out the difficulties of teachers and put forward corresponding strategies.In order to improve the teaching effect of junior high school chemistry and improve the cultivation level of the core literacy of the subject to provide reference.