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

In order to fulfill the fundamental task of cultivating morality and educating people and develop quality-oriented education,Curriculum Standards for Compulsory Education(2022Edition)proposed that,based on the construction of big ideas,unit teaching should be designed and implemented in an overall way to carry out core quality-oriented chemistry teaching.Unit teaching based on big ideas can help students construct structured knowledge,form chemical thinking and chemical ideas,promote transfer and application,and realize deep learning.Therefore,unit teaching based on big ideas is an important way to develop students’ core literacy in chemistry.Through the questionnaire survey,we understand the implementation status of junior high school chemistry unit teaching and first-line chemistry teachers’ attitude towards unit teaching under the leadership of big ideas,and explore the difficulties and causes of teachers’ implementation of unit teaching.Compared with traditional unit teaching,unit teaching under the command of big ideas can help teachers grasp the unit content as a whole and greatly improve its operability.Based on literature analysis,this study concludes the unit instructional design framework based on big idea,which can be divided into six steps: determining big idea,building conceptual frame diagram,planning unit instructional content,formulating unit instructional objectives,designing unit instructional activities and processes,and setting up diversified instructional evaluation system.According to the unit teaching design framework,a reorganized unit teaching case was designed under the theme of "Exploring the Composition and Change of Water" and the big idea of "Matter in the universe is composed of very small particles",and the teaching practice was carried out.This study adopts the evaluation method combining qualitative evaluation and quantitative evaluation,invites first-line chemistry teachers to use evaluation scale to score teaching design,evaluates students’ cognitive level through the mind map independently drawn by students,and uses the educational experiment method to compare the standardized test scores of the experimental class and the control class,and the evaluation results are more objective and comprehensive.The conclusion is as follows: unit teaching based on big idea is necessary and feasible in junior chemistry stage.Based on the theoretical research,the six-step framework of unit instructional design under the big idea is established.Unit teaching should focus on big idea and unit theme,and pay attention to the connection between different periods.The unit teaching based on big idea has good classroom practice effect,which provides support for the empirical research of big idea teaching in China,and also provides reference for front-line teachers and education researchers.