Empirical Research On Big Ideas Teaching Of Chemistry Core Literacy In Senior High School

With the core literacy first proposed in the curriculum standard in 2017,how to cultivate students’ core literacy in chemistry teaching has become one of the research hotspots.《One of the basic concepts of Chemistry Curriculum Standards for Senior High Schools(revised in 2020,2017 edition)》is to focus on the core literacy of the subject,focus on the big concept,attach importance to the general concept of the subject as the core,and emphasize the development of students’ abilities.Therefore,how to make the chemistry curriculum content focus on the big concept and use the big concept teaching to cultivate students’ chemistry core literacy is a topic worthy of further study.This study includes:(1)Literature research method is used to comb the research status of big concept teaching at home and abroad,and it is found that the empirical research on big concept teaching at home and abroad is relatively weak,and the combination of theoretical research and teaching practice of big concept teaching needs to be improved.(2)Through the questionnaire survey,it is found that there are many problems in the process of teachers using big concept teaching to cultivate students’ core literacy,through the analysis of the causes of the problems,the corresponding countermeasures are put forward to guide the optimization of big concept teaching design.(3)Carrying out the instructional design of cultivating students’ chemistry core literacy based on the general concept of the subject,governing the instructional design idea with the general concept of the subject,guiding the framework of general concept instructional design and learning advancement.The basic links of optimizing the teaching design of general concept are as follows: link one,choosing the teaching theme;Second,determine the teaching objectives;The third link is to create the teaching situation of big concept;The fourth link is to design the teaching activities of big concepts;The fifth link is to implement the teaching evaluation of big concepts.(4)Taking hydrolysis and application of salts as an example,using the optimized teaching design of big concept to carry out teaching practice.Through the concept of the process of material change can be regulated and controlled,we can deepen the secondary concepts of particle view,change view,balance view and application view,promote the formation and application of the knowledge system of salt hydrolysis,and construct a structured knowledge system.(5)Implementing the teaching effect evaluation of big concept of high school chemistry core literacy,verifying the effectiveness of general concept teaching,and providing reference materials for high school chemistry teachers to carry out general concept teaching.The results show that: the use of chemical discipline based on the core literacy of the big concept teaching design,to carry out the hydrolysis and application of salt big concept teaching practice,students’ performance significantly improved,the experimental class performance was significantly better than the control class.Through the teaching of general concept,the students’ understanding of the basic knowledge of chemistry is strengthened,the ability of students to apply chemical knowledge to solve practical problems is improved,and the learning progress of the teaching of general concept is realized.Finally,in order to promote the high school chemistry big concept teaching to carry on the real diagnosis summary: Strengthens the teacher big concept teaching theory system the study;Improve the rationalization and diversification of general concept teaching design;To promote the integration of general concept teaching and educational technology modernization;Improve the evaluation system of classroom observation and teaching reflection.It provides reference materials for the cultivation of core literacy in chemistry.