Research On The Reverse Unit Teaching Design Of The Big Concept Domain Of Chemical Substance Diversity In Compulsory Educatio

Transitioning from the industrial age to the information age,the society has higher and higher requirements for talents,and the concept of learning first and then working can no longer meet the needs of current social development.Therefore,the level of humanistic and scientific literacy of students should be improved,so as to improve the quality and structure of personnel training.To this end,the state has proposed to cultivate students’ core literacy,formulated a basic plan for basic education curriculum reform,guided the reform of compulsory education curriculum,and revised the compulsory education curriculum standards.In order to promote the systematization and thinking structure of students’ subject knowledge,and enhance the ability of transfer application and practical innovation.In the compulsory education chemistry curriculum standards promulgated by the state in 2022,it is clearly stated that the curriculum goal should be to cultivate students’ core literacy in chemistry,implement unit teaching guided by big concepts,construct students’ basic concepts of chemistry,cultivate students’ scientific thinking,and implement interdisciplinary teaching.Practice scientific inquiry activities to cultivate students’ scientific attitude and social responsibility.In order to embody the scientific education value function of the compulsory education chemistry course,on the basis of previous studies on the big concept theory,this paper takes the five major learning themes of the curriculum standard as the research content,takes the construction of the concept of matter as the core,and chooses "the nature and application of matter"."The learning theme is the research object,and the hierarchical system of the concept of "substance diversity" is constructed.And from the three perspectives of the nature of matter,the mutual transformation of matter,the application of matter and its value,the organizational structure and learning cognitive network schema of the specific knowledge system of"diversity of matter" are formed.Based on the order of students’ cognitive development,the logical order of subject knowledge,and the order of students’ psychological development to achieve meaningful learning and implement the overall teaching objectives of the unit in the large concept domain,this paper uses Ub D(Understanding by Design)theory as a guide to carry out reverse unit teaching design and Practice.Use the strategy of situational transfer to set up complex problems in real situations,aim at the concept of "low-carbon environmental protection,green environment-friendly",solve the national environmental construction strategic problems of "carbon peaking" and "carbon neutrality",and combine students’ actual learning choices The "carbon and carbon oxide" learning unit was set up,and four basic questions were set up,including "what is a greenhouse gas,the source of a greenhouse gas,the form of carbon,and the formulation of carbon neutral measures",and carried out a reverse unit teaching design for a large concept domain and classroom teaching practice.Through pre-and postlearning tests,unit content tests,questionnaire surveys and expressive task lists,the learning effect and academic evaluation of the reverse unit teaching design of large concept domains are analyzed.The research process of this paper uses literature analysis method,text analysis method,educational survey method and scientific statistical analysis method to study the big concept construction,unit teaching design and teaching practice,the results show that the big concept domain reverse unit teaching design can effectively promote students’ The migration and application of learning knowledge is convenient for judging the degree of students’ mastery of knowledge,so as to realize the learning and understanding of students’ knowledge of the large concept domain of "material diversity".It can also transfer and apply the basic concepts and specific knowledge of carbon and carbon oxide units to the practical problem solving process of "carbon peaking" and "carbon neutralization",and implement the core of chemical concepts and scientific thinking,scientific attitude and social responsibility The goal of literacy further achieves the educational function of subject courses and realizes the concept of STSE science education.