Unit Teaching Design And Practice Of "Chemical Reactions And Electricity" Under The Guidance Of Big Ideas

In the context of implementing the fundamental task of cultivating virtues and morality,the new curriculum proposes to develop students’ core competency as the goal,and proposes to construct a curriculum content system led by Big Ideas in order to realise the structure and literacy of knowledge.Big Ideas teaching are considered an important way to develop core competency because they facilitate students to solve unknown problems in real-life contexts.In practice,students learning the topic of "Chemical Reactions and Electricity" have problems in understanding the concepts,weak knowledge connections and lack of ideas.This study is based on the value of Big Ideas and the content of the topic "Chemical Reactions and Electricity",and aims to design a unit teaching of "Chemical Reactions and Electricity" under the guidance of Big Ideas to help students get out of the teaching dilemma and implement the goal of core competency development.The main findings of the study are as follows:(1)Through reviewing and studying the relevant literature on Big Ideas teaching design,the model of Big Ideas-led unit teaching design is constructed,which mainly includes five links: selecting unit themes,constructing unit Big Ideas,determining unit teaching objectives,organising teaching contents to design unit teaching activities and designing teaching evaluation,and refining each design link in the model.(2)The unit design model constructed by the integration of the Big Ideas is applied to the theme of "Chemical Reactions and Electricity" and is designed and practised.The teaching design uses this topic as a unit,constructs the Big Ideas of the unit "Chemical reactions and electrical energy",and designs the teaching objectives of the unit as well as the teaching process and assessment of the unit "Primary cells","Electrolytic cells" and "Corrosion and protection of metals".(3)Based on the teaching of the unit "Chemical Reactions and Electricity",the content of "Primary Battery" was selected for teaching practice in a high school in Guangzhou,and the relevant data were collected by combining the test questions in the teaching evaluation,the questionnaire on teaching effectiveness teacher interviews.By comparing the experimental and control classes,it can be concluded that the Big Ideas-led unit design enhances students’ ability to solve unknown problems in real-life contexts.Due to its positive impact on migration and affective attitudes,a Big Ideas-led unit can help students to break out of the shallow understanding and weak correlation of the theme of "Chemical Reactions and Electricity",and on this basis,promote students’ ability to revitalise what they have learnt into unknown problem-solving skills under the Big Ideas umbrella,thus implementing the development of students’ core competency.