Case-Based Design And Practice Of Teaching Large Units Of Chemistry

With the new round of curriculum reform,the promulgation of the new curriculum standards and the use of new high school textbooks based on them,along with the new "3+1+2" model for the Advanced Level Examination,education has entered the "three new eras".The main focus of the "three new eras" is the cultivation of "subject core literacies",and the implementation of core literacies in practice requires a holistic approach to the chemistry curriculum,which has led to the creation of large units of chemistry.The largeunit approach uses authentic contextual materials,structured teaching design and inquirybased activities to lead students from surface learning to deep learning to constructive learning and to promote the development of core literacies in chemistry.At present,largeunit teaching oriented to core literacy in chemistry is not only a focus of theoretical research in universities,but also front-line teachers are conducting research on large-unit teaching examples.This study is divided into six parts.Firstly,through reading a large number of texts,we review the current situation of domestic and international research on large-unit teaching in chemistry,and focus on the development of large-unit teaching in chemistry in China;secondly,we elaborate on the theory of large-unit teaching in chemistry,combining deep learning theory,understanding first(Ub D)theory,contextual cognitive theory and other related theories,and explain the theoretical basis and relevant insights of large-unit teaching in chemistry.The second is to investigate the current situation of large-unit teaching among first-line chemistry teachers in high schools,and to design a large-unit teaching case on the theme of "The periodic law of the elements and the periodic table of elements",taking into account the problems of large-unit teaching in first-line teaching and the relevant theories of large-unit teaching.The experimental class and the control class were selected for practice in a provincial model high school,and SPSS 26.0 and Excel software were used to analyse the effects of the experimental class and the control class,and three students were randomly selected from different levels to conduct interviews to understand the students’ subjective feelings after the large unit teaching.The study found that the focus of domestic research on large-unit teaching in chemistry is on theoretical research within the universities,while on the frontline it is mostly on practical teaching examples,and there is little integration of the two.Most teachers have not implemented large-unit teaching,and there are still some difficulties in the process of implementation.The researcher has found in frontline teaching practice that large units of chemistry based on literacy enhancement not only improve students’ performance,but also enable the core literacy of chemistry to be implemented.