Research On The Teaching Of Large Unit Of Chemical Galvanic Cell In High School Pointing To Scientific Inquiry And Innovation Consciousness

In the reform of the new curriculum,it focuses on building a content system of chemistry courses guided by big concepts,giving full play to the educational function of chemistry courses,and making overall planning for the comprehensive development of the core literacy of chemistry disciplines.Lesson teaching will reduce the integrity and comprehensiveness of the curriculum.As a new type of teaching mode,large-unit teaching can not only deepen teaching reform,but also actively explore the essence of core literacy,and can also adapt to future chemistry education."Scientific inquiry and innovative awareness",encourage students to explore and innovate,in the examination education environment,students’ performance in scientific inquiry and innovation awareness is not satisfactory,students are immersed in the absorption of knowledge,the ability to explore and innovate in the subject is weakened,therefore,combined with the large-unit teaching mode,exploration of students’ scientific inquiry and innovation awareness cultivation is of greater significance,how to effectively combine the two is also a problem that needs our continuous exploration.In this study,the domestic and foreign research on scientific inquiry and innovation awareness and large-unit teaching is reviewed by literature analysis,and the starting point of this research is found,and how to use large-unit teaching to cultivate scientific inquiry and innovation awareness is reflected in the specific primary battery teaching case.In the theoretical elaboration part,this study combines Gestalt theory and constructivist theory to expound the theoretical basis for studying the teaching of large units of chemistry,and explores the relationship between scientific inquiry and innovation awareness cultivation and large-unit teaching from the basis of psychology,training methods and key links of teaching.In the stage of practical research,through questionnaire survey,the understanding of high school chemistry teachers on large-unit teaching and the current situation of high school students’ scientific inquiry and innovation awareness are investigated,and the problems encountered in the cultivation of scientific inquiry and innovation awareness and large-unit teaching are understood,and the problems are analyzed,teaching strategies are proposed,and the teaching process of high school chemistry large unit pointing to scientific inquiry and innovation consciousness is constructed,and then the large unit of galvanic battery is taken as an example to carry out the teaching design of the large unit,and the lesson examples are displayed on the basis of meticulous analysis.The results show that the teaching design process of high school chemistry large unit pointing to scientific inquiry and innovation awareness is operable,the overall design of teaching content and situation,progressive learning tasks,focus on evaluation,realize the integration of teaching evaluation,help students form an overall understanding structure,and achieve scientific inquiry and innovation consciousness.Through the research on the teaching practice of galvanic cells in large units,it provides a reference template for high school chemistry teachers to carry out large-unit teaching,and provides an effective way to develop students’ core literacy.