Research On Teaching Design Of Chemistry Unit In Junior High School From The Perspective Of Core Literacy

In the current educational context,the development of students’ core literacy has become a key concern in the education sector,and is also the goal orientation of the new round of curriculum reform in China.The curriculum standards also point out that the nurturing function of subjects should be further strengthened,showing the inseparable connection between curriculum teaching and subject core literacy,and the unit teaching currently advocated can precisely serve as an important way to promote the development of students’ core literacy.Accordingly,this paper proposes the design of middle school chemistry unit teaching from the perspective of core literacy,aiming to break through the drawbacks of the traditional split-class teaching design,integrate the content of teaching materials and improve the knowledge structure in order to realize classroom transformation and promote students’ development of core literacy.This study firstly summarises a large amount of literature on "core literacy" and "unit teaching design" at home and abroad,on the basis of which the content of this study is proposed,i.e.unit teaching design in junior high school chemistry from the perspective of core literacy;secondly,interviews and questionnaires are used to The study was conducted to clarify the views of junior chemistry teachers on unit teaching,the problems they encountered in implementing unit teaching,and the current situation of junior chemistry students learning unit teaching in junior high school.Based on the theory of learning transfer,constructivist learning theory and Bruner’s structuralism theory,the unit teaching design and practice were carried out in several aspects,such as studying the curriculum standards,analysing the content of the textbook and students’ learning conditions,analysing the core elements,formulating teaching and assessment objectives,developing teaching activities and summarising reflections.Finally,the SPSS software was used to analyse and evaluate the teaching effect by combining the students’ pre-and postexperimental unit test scores.The results showed that the post-test scores of the experimental class were higher than the post-test scores of the control class,and the scores of the experimental class before and after the test improved significantly more than those of the control class,and there was a significant difference between both(P<0.05),which in turn led to the conclusion that the unit teaching enhanced students’ chemistry performance and helped develop core literacies in junior high school chemistry,especially in the areas of chemical concepts and scientific attitudes and responsibilities.The results show that the design of junior high school chemistry units from a core literacy perspective is conducive to students’ construction of a systematic and holistic knowledge system,which can foster their interest in chemistry and help them achieve better results in chemistry.It also enhances students’ ability to communicate and collaborate and deal with problems,and contributes to the development of students’ core literacy in junior high school chemistry.