How To Design Lessons Within The Framework Of A "Big Idea"

The promulgate of compulsory education curriculum plan and curriculum standards(2022edition)indicates that core literacy has become an important engine leading teaching reform in basic education.Education towards core literacy requires breaking disciplinary boundaries and constructing teaching content and organization methods based on real problem solving.Large unit teaching design has strong operability for front-line teachers’ teaching implementation.Combined with undergraduate major and postgraduate experience in innovative practical learning,the author takes advantage of the opportunity of teaching practice in a primary school to carry out research on the design and practice of primary school science large unit teaching.In order to study and play the role of large unit teaching in cultivating students’ core literacy,accumulate teaching practice experience and cases,the research focuses on "How to carry out the teaching design of large science unit in primary school?" And "How effective is the implementation of large unit teaching?" Two questions are developed.By clarifying and defining the concepts of large unit teaching and large unit instructional design.According to the primary school science curriculum standards,teaching materials and learning situation analysis,combined with relevant theories,the research first established the principle and process of large unit teaching design.On this basis,taking the curriculum standards as the main basis,the unit of "Breathing and digestion" in the fourth grade of the teaching edition was redesigned to form a large unit teaching design and case development scheme of "Health Manager" for primary school science.For this purpose,a variety of evaluation tools tracking core literacy were designed,such as experiment record sheet,teaching effect evaluation scale for students and parents,etc.Finally,the author carried out the whole process of teaching design,recorded the implementation process of classroom teaching,and carried out qualitative and quantitative analysis of the implementation effect of large unit teaching according to classroom observation,questionnaire survey and interview content.In order to test students’ satisfaction with teaching and teaching effect,after the teaching practice,the author conducted a questionnaire survey from five dimensions: evaluation of large-unit activity design,learning attitude,cooperation ability,scientific concept and scientific inquiry ability.Some students were interviewed from five aspects: overall satisfaction of large unit teaching,post-learning reflection,cooperative learning,suggestions for large unit teaching and other expectations,and learning transfer.The analysis results show that: the teaching design of the large unit promotes the implementation of the core accomplishment of science,provides a new teaching idea for the integration of "teaching,learning and evaluation",and is expected to let students get away from the "sea of questions tactics" and stimulate the enthusiasm for active learning.This study enriches the teaching practice cases of large science units in primary schools and promotes the development of core scientific literacy of the research objects.