Research On The Overall Teaching Design Of High School Chemistry Units Based On Core Literacy

The promulgation of the General High School Chemistry Curriculum Standards(2017edition revised in 2020)(hereinafter referred to as the new standards)promotes the core literacy of chemistry to take root in front-line teaching,and the traditional teaching of time-sharing lessons faces some explicit problems.This paper clarifies the development process of unit teaching by reading and analyzing a large amount of literature,and briefly describes the research purpose,significance,methods and ideas of holistic unit teaching in high school chemistry.The author uses constructivist learning theory,cognitive assimilation theory,cognitive structure learning theory and other theories as guidance,analyzes the design principles,analyzes the elements of unit teaching from five dimensions,determines the core knowledge,literacy focus and target levels of unit teaching by combining the “234 lesson preparation method”,and finally designs the unit teaching from four aspects: knowledge chain,problem chain,activity chain and evaluation chain.This study has been conducted to identify the core knowledge,literacy focus and target levels of the unit teaching.In this study,we sorted out the teaching topics and units of Compulsory Study 1 and 2 of the Su Education version of high school chemistry,and selected three different topics to develop the overall teaching design of the units.This study combines research on high school chemistry teachers in the author’s school to anticipate some of the problems that frontline teachers may encounter,and to give rough solutions and suggestions.This study will provide the following references for front-line teachers teaching high school chemistry.1.a library of overall teaching materials for the unit of the compulsory part of high school chemistry(Su-teaching version)is constructed.2.provided a set of basic operational paradigms for the overall teaching design of high school chemistry units.3.designed 3 cases of holistic teaching of different topics in the unit.4.anticipating the possible problems of front-line teachers in carrying out unit-whole teaching and giving suggestions to cope with them.The study shows that the whole-unit teaching model has a certain promotion effect on the implementation of core literacy,and the whole-unit teaching design guided by the new curriculum has strong operability and re-creativity.However,there are still some shortcomings in this study that need to be improved,and there is a lack of practical research on whole-unit teaching,which needs further promoted and improved.