Research On High School Chemistry Unit Teaching Design Based On Big Ideas

The arrival of the information age has put forward new requirements for talent training in education,among which the most recognized talent training framework is core literacy.It is pointed out in the " General High School Chemistry Curriculum Standards(2017 Edition2020 Revision)" that " we should attach importance to the ideas of discipline as the core,make the curriculum content structured,and promote the implementation of discipline core literacy." Understanding and applying big ideas has become a specific path to develop the core literacy of disciplines,and unit teaching design is an important starting point for big ideas teaching.Based on this,this paper studies the teaching design of high school chemistry unit based on big ideas,in order to develop students’ core literacy of chemistry subject,and provide some reference value for front-line chemistry teachers to carry out big ideas unit teaching.First of all,this paper analyzes the requirements of international talent training,the requirements of China’s new curriculum standards,the drawbacks of middle school chemistry practical education,expounds the research background of this topic,and determines the purpose,significance,content and methods of the research on the basis of literature research.Then,the concepts of big ideas and unit teaching design are defined,and based on constructivist learning theory,structural teaching concept,learning transfer theory and gestalt learning theory,a questionnaire is designed to understand the high school chemistry teachers’ cognition and application status of big ideas and unit teaching design,so as to provide reference for the construction of teaching process and the promotion of teaching design.Then,combined with the characteristics of the big ideas and the theoretical research of the unit teaching,the principles of the teaching design of the big ideas unit are put forward,which are the principle of literacy orientation,the principle of overall planning,the principle of gradual progress and the principle of connecting life.Construct the concept level and sort out the teaching content;analyze teaching elements and determine teaching objectives;build problem levels and design learning activities;implement teaching evaluation and reflect on the teaching process.In order to test the feasibility and effectiveness of the proposed teaching principles and processes,taking ’ iron and its compounds ’ as an example,the unit teaching design based on the big ideas was carried out,and two classes of 162 and 163 in Guilin A Middle School were selected as the research objects for teaching practice.In the teaching process,through classroom observation,questionnaire survey and interview,the changes of students’ chemistry learning interest,subject core literacy and performance were detected.The research shows that unit teaching based on big ideas can improve students’ interest in chemistry learning to a certain extent,improve students’ chemistry learning performance,and promote the development of students’ core literacy in chemistry.Due to the short practice time and small practice samples,the author’s teaching experience and research experience are limited.Therefore,the teaching principles and processes proposed in this paper need to be further improved,and the research conclusions need to be further verified.