The Teaching Design And Practice Of Junior High School Chemistry Unit Review Based On The Big Concept

The reform of basic education curriculum focuses on the establishment of students’ knowledge structure system and the cultivation of core competencies.The “Chemistry Curriculum Standards for Compulsory Education(2022 Edition)” emphasizes the need to "build a chemistry course content system dominated by big concepts".The big concept reflects the essence of the discipline,has a high degree of generalization,integration and transfer application value,can promote knowledge structuring and literacy.It can help students establish the knowledge structure system,promote the transfer and application of knowledge,and is of great significance for the implementation of core literacy.This study attempts to combine the teaching of big concepts with unit review teaching,and takes the big concept of "composition structure and properties of matter" in the ninth grade chemistry textbook of the People’s Teaching Version as an example to carry out unit teaching design and practice,and evaluate the teaching effect.This study firstly sorts out the research status of big concept teaching and chemistry review,expounds the significance of chemistry review based on big concepts,and clarifies the connotation of big concepts,chemistry big concepts,unit teaching and the theoretical basis.Secondly,the attitude,effectiveness,and difficulties of junior high school students in Zhangzhou on learning and reviewing chemical concepts,as well as teachers’ understanding,implementation attitude and value recognition of unit teaching and big concept teaching are investigated and analyzed.Based on the analysis of the current situation,the teaching strategy of chemistry review with big concepts is proposed.The big concept of "composition of matter" combined with the ADDIE teaching design model and reverse teaching design model,the teaching content in the junior high chemistry textbook is reorganized to form the teaching unit of "composition and structure of matter",and the teaching design is carried out.Finally,two junior high school classes with no obvious difference in a middle school in Zhangzhou are selected to carry out control teaching practice,the experimental class used big concept unit teaching,and the control class adopted traditional teaching methods.The teaching effect is evaluated via the summary evaluation of learning activity cards and paper-and-pencil tests,combined with in-depth interviews with students.The practical results show that the experimental class is better than the control class,and the review teaching of chemistry unit under the big concept can promote the formation of students’ thinking in chemistry,improve the ability of knowledge transfer and application,and build a relatively complete knowledge structure.This study summarizes and reflects on the teaching design and practice of chemistry review based on big concept,and puts forward relevant teaching suggestions.This enriches the big concept teaching cases of junior high school chemistry,and provides ideas and references for the teaching of overall design unit based on big concept.