Teaching Design Of High School Chemistry Unit Based On Big Ideas

In order to adapt to the advent of the information age,cultivating the student core literacy has become the target orientation of the new curriculum reform in our country.The new curriculum reform advocates the analysis of teaching content from the perspective of big ideas,the planning of advanced teaching objectives around the big ideas system,and the whole teaching of large units.Unit teaching based on big ideas is conducive to the structuring of subject knowledge,and can promote the knowledge-based fragmented teaching to the literature-based integrated teaching of curriculum,which is an important way to achieve the core literacy of the subject.Controlling teaching content with big ideas,transforming teaching design from a single class hour to a large unit,can better adapt to the requirements of new textbooks,new curriculum standards and new college entrance examination,and is of great significance for promoting the core literacy of the subject and realizing the fundamental task of cultivating virtues and cultivating people.In this paper,literature research,questionnaire survey,content analysis and other methods are used to explore the teaching design of high school chemistry unit based on big ideas.First of all,I reviewed relevant literature to understand the research status of ideas and unit teaching at home and abroad,and defined concepts such as big ideas,unit teaching and unit instructional design based on my own understanding.Secondly,questionnaires were issued to investigate the application of unit teaching based on big ideas in high school chemistry.Through the analysis of the survey results,it is found that teachers have a certain understanding of unit teaching based on big ideas but not deep enough,high degree of recognition but the implementation is not ideal.Teachers have some difficulties and misunderstandings in teaching design,such as not knowing how to choose and determine big ideas,not paying attention to the core quality,not paying attention to the unity of goals and the coherence of activities.Then,based on the survey results and theoretical analysis,we construct a unit instructional design process based on big ideas.The instructional design process is mainly divided into four steps: 1.Determine the unit theme and extract the big idea.2.Identify unit goals and visualize big ideas.3.Design teaching activities and interpret big ideas.4.Evaluate teaching effectiveness and test big ideas.According to the results of the questionnaire survey,the corresponding implementation strategies are proposed.Finally,big ideas in knowledge of elemental compounds are explored to get unit big ideas: "Understanding elements and their compounds from the perspective of substance composition,structure,properties,uses and transformation relationships".It is divided into three major ideas: "The composition structure of a substance determines its property","the property of a substance determines its use",and"Understanding the transformation of a substance from the two-dimensional perspective of "valence and class".According to the extracted big ideas,take sodium and its compounds and chlorine and its compounds as examples to carry out the unit teaching design based on big ideas.This paper presents the design process of unit teaching based on big ideas and the extraction process of big ideas,which provides reference for related teaching.The unit teaching design based on big ideas shows that the relationship between core literacy and chemical knowledge can be strengthened by the progressive big ideas as a bridge,and this teaching mode is an important way to improve students’ core literacy.