Practical Research On The Teaching Mode Of Chemistry Unit Based On Big Ideas

Chemical conceptual knowledge is often scattered and confusing,but it has guiding value for subsequent learning.In teaching,only through concept discrimination,rote memorization,practice and consolidation without considering the subject nature behind it will increase the learning difficulty of students and increase their learning fatigue.The big ideas has a comprehensive role for the core concept and the corresponding supporting factual knowledge,which can effectively promote the knowledge content structure and the student’s cognitive system.Combining with unit teaching can maximize the comprehensive and transfer value of the big ideas,which is a teaching model based on the cultivation of the students’ ability to face the future social lifelong development.In order to explore the teaching mode of chemistry unit based on the big ideas,find the possible troubles and challenges in the practical teaching,and put forward the corresponding teaching strategies,the author conducted in-depth research in the following aspects:The first part is to understand the current research status of big ideas and unit teaching by reading curriculum standards and retrieving domestic and foreign literature related to big ideas and unit teaching,and thus clarify the research significance,purpose,content and methods of this paper and the research entry point.The second part is based on reading a lot of literature reviews,conceptualizing the big ideas,unit and unit teaching,and clarifying the cognitive,structural and meaningful learning theory of David Pawl Ausubel as the theoretical basis of this paper to provide theoretical basis for the successful implementation of the chemistry unit teaching based on the big ideas.The third part is to conduct a questionnaire survey of high school frontline teachers to understand their current understanding,attitude and implementation difficulties of the big ideas,and find that frontline chemistry teachers generally recognize the rich teaching value of unit teaching based on the big ideas,but there are partial problems in the cognition of the big ideas,and lack of scientific theoretical guidance in teaching practice.The fourth part is based on literature research and empirical investigation research,summing up the three basic characteristics of chemistry unit teaching based on the big ideas,putting forward the basic implementation strategies of chemistry unit teaching based on the big ideas,and constructing the basic theoretical model of chemistry unit teaching based on the big ideas.The fifth part is based on the preliminary preparation,carrying out the mid-term exploration practice,taking the "change law in the aqueous solution system" as the teaching theme,carrying out the "ionic reaction" unit teaching practice,and evaluating the teaching effect by combining qualitative and quantitative evaluation mode: one is to carry out paper and pencil test and statistically analyze the pre-test and post-test scores;the other is to understand the students’ attitude and acceptance degree in the teaching mode by interview form,and finally draw the corresponding teaching implementation conclusion.Finally,the research process is summarized and reflected.It is believed that the design of unit teaching based on the big ideas provides teachers with new perspectives in theory,provides teachers with case reference in practice,and helps students to gain understanding of the concept and improve transferability in teaching effect.At the same time,attention should also be paid to advocating and actively participating in the training and lectures of relevant experts,and paying attention to the flexible use of various teaching strategies in teaching practice.