The Unit Instruction Design And Practice Of Senior High School Chemistry Based On The “Big Ideas”

With the development of the times,education is constantly changing,and teaching models and methods are constantly being improved.One of the basic concepts of the General High School Chemistry Curriculum Standards(2017)Version2020 Revision is to guide students to further study the basic principles and methods of chemistry,to form core concepts of the subject of chemistry,to emphasize the integration of students’ existing experiences and the reality of social life,and to develop students’ sense of social responsibility.It also emphasizes the development of students’ sense of social responsibility,participation,and decision-making ability in the context of their existing experiences and social life.In the context of literacy-based education reform,the unit teaching design based on the concept of big ideas is considered by scholars as an important way to realize core literacy.Unit instructional design can overcome the shortcomings of fragmented knowledge and incomplete systems and has obvious advantages in the recombination of teaching content.As a result,this study used a literature research method,questionnaire survey method,observation method,and experimental research method to practice unit teaching of high school chemistry under the big ideas.First,we use literature research to understand the current status of research on "big ideas" and "unit instructional design" at home and abroad,define the concept,and clarify that big ideas are the ideal entry point for unit instructional design.It is located at the top of the pyramid of knowledge and ideas and has the characteristics of high generality,which can structure fragmented knowledge.Then,a questionnaire survey was conducted among teachers and students to understand the current situation of the implementation of the Big Ideas and the students’ recognition of Big Idea teaching.Then,we analyzed the necessity and feasibility of the unit teaching design based on the big ideas and established the hierarchy of big ideas in the unit,taking "chlorine and its compounds" and "atomic structure and periodic law" as examples.A "five-step" unit teaching design model based on the big ideas was constructed and used as the basis for unit teaching design and practice.Finally,through the experimental study and the analysis of pre-and post-test data,it was found that,compared with the control class,the students in the experimental class had improved their learning transfer ability and subject matter literacy after the unit instruction based on the big ideas.Additionally,their academic performance had also improved significantly.The practice results show that the core position of the subject’s big ideas in the teaching content is clearly defined,based on the student’s life experiences.The unit teaching under the umbrella of big ideas can effectively stimulate students’ learning interests,cultivate their scientific thinking,enhance their knowledge transfer ability,and improve their scientific literacy.At the same time,the study also provides a reference for the transformation of literacy instruction.