A Study Of Strategies For Structuring The Content Of High School Chemistry Teaching Based On Big Idea

The GCSE Chemistry Curriculum Standards(2017 Edition Revised 2020)("the Curriculum Standards")contain a number of references to "structuring".In the selection and organisation of chemistry content,the curriculum standards state that "the structuring of teaching content is the key to facilitating the transformation of students’ knowledge from subject knowledge to core literacy,and therefore teachers should pay high attention to the structured design of chemistry knowledge when organising teaching".Throughout the curriculum standards,from the preamble to the assessment of teaching and the development of teaching materials,the requirement for the structuring of teaching content is evident throughout.It can be seen that the structuring of teaching content is a fundamental requirement for the implementation of literacy-based teaching.It is also stated in the preamble of the curriculum standards that "further selective subject content,with an emphasis on subject broad concepts as the core,will structure the content of the curriculum".As can be seen,big ideas are an important means of structuring the content of teaching and learning.In addition,it is also a requirement of the Compulsory Chemistry Curriculum Standards(2022 Edition)(hereafter referred to as the Compulsory Chemistry Curriculum Standards)that the big ideas are the core of the chemistry curriculum content system.In order to better implement the requirements of the curriculum standards and the compulsory education curriculum standards on content structuring,to improve front-line teachers’ understanding of content structuring and big ideas,and to promote the effective implementation of content structuring in the classroom,the title of this study was determined: A study on the strategy of content structuring of high school chemistry teaching based on big ideas.The research of this paper is: firstly,to investigate the awareness and implementation status of "content structuring" and "big ideas" among front-line teachers of senior secondary chemistry;secondly,to propose a design model and strategy for "big concept-based content structuring" based on an extensive literature review;thirdly,to conduct a unit and lesson structured design based on the proposed design model and strategy,and to investigate the satisfaction of front-line teachers with this design.Secondly,based on an extensive literature review,we propose a design model and strategy for "structuring content based on big ideas";thirdly,based on the proposed design model and strategy,we conduct a unit and lesson structured content design and investigate the satisfaction of frontline teachers with this design.Firstly,analyses the relevant literature and presents the research background,current status of research,research design and research implications of teaching content structuring based on big ideas.Concepts,concepts,big ideas,structuring of instructional content,and big concept-based structuring of instructional content are defined conceptually.Cognitive structure theory and disciplinary structuralism theory are used as the theoretical basis for this study.Then,the current status of awareness and implementation of teaching content structuring and big ideas among frontline teachers of high school chemistry was investigated.The findings revealed that front-line teachers of senior secondary chemistry attach more importance to teaching content structuring,but do not know enough about awareness structuring;they do not know much about big ideas,and more than half of them have not carried out teaching content structuring based on big ideas.Analyzing the curriculum standards and their interpretation,the compulsory education curriculum standards and related literature,combined with teachers’ needs,a model and strategy for structuring teaching content based on big ideas is proposed.Based on this model and strategy,the content structured design and the lesson time structured design were carried out for the chapter of "Quantity of Matter" in Compulsory 1 and the content structured design and the lesson time structured design for the unit of "Organic Compounds" in Compulsory 2.The content of the unit "Organic Compounds" and the lesson structure of ethylene in Hanyu Xiu II were designed.Finally,in order to find out whether the broad concepts in the case study were understood by frontline teachers and whether the model and strategies for structuring the content based on the broad concepts were feasible,the study investigated teachers’ satisfaction with the structured design of the content of the "Organic Compounds" unit and the structured design of the vinyl lesson,based on the completed case study.The study investigated teachers’ satisfaction with the structured design of the content of the "Organic Compounds" unit and the structured design of the ethylene lesson.The degree to which the teachers selected the broad concepts and scored the design of knowledge,awareness and concept structuring was used to determine whether the teachers understood the broad concepts in the case and the feasibility of the case design in practice.The results show that the division of the big ideas into knowledge and conceptual concepts can be understood by front-line teachers,and that the model and strategy of structuring the content based on the big ideas is feasible in teaching.