Research And Teaching Practice Of High School Chemistry Textbooks Based On Big Ideas

With the rapid development of the world’s information technology,people accept the explosive growth of information and knowledge.The cultivation of students’ core competence has become a common issue in basic education all over the world.To adapt to the above changes and implement core literacy,researchers in the field of education put forward big ideas and big ideas teaching.Big ideas embody not only the essence of knowledge but also the value meaning of knowledge.It has a high degree of generality,can promote students to construct knowledge,also can promote students to the transfer of knowledge application;It is a Conceptual tool as well as a thinking tool.The high school chemistry textbook is an important carrier of the big ideas of chemistry and the big ideas of chemistry teaching.By studying the textbook,teachers can find the big ideas of chemistry contained in it,to better carry out the big ideas of chemistry teaching.Therefore,to highlight the guiding role of big ideas in chemistry in curriculum and teaching and the important role in the implementation of the core elements of chemistry,this study firstly conducts theoretical and textual research based on the big ideas and then studies the teaching practice of textbook units based on big ideas.Firstly,employing visualization,this paper expounds the research status of big ideas,chemical big ideas,and high school chemistry textbooks,and discusses the connotation of big ideas,chemical big ideas,and unit teaching as well as the relevant theoretical basis and reference basis.Secondly,according to the relevant theories proposed,the structure and expression forms of knowledge related to non-metallic elements(chlorine,nitrogen,sulfur)and their compounds in the three versions of textbooks are analyzed and compared,the specific presentation ways of big ideas in chemistry are explored,and the process of textbook analysis and big ideas extraction based on big ideas is proposed.Thirdly,interviews are conducted to investigate high school chemistry teachers’ understanding and views on unit teaching of textbooks based on big ideas of chemistry,difficulties and thoughts in unit teaching,and questionnaires are conducted to understand high school students learning of chemistry knowledge,the establishment of knowledge structure,knowledge transfer and unit learning.Then,it expounds the steps,principles,and design strategies of teaching unit design based on big ideas,and analyzes the effect of this kind of teaching design on the implementation of core chemistry literacy,the construction,and transfer of students’ knowledge.Next,according to the proposed instructional design process,the teaching design of autonomous units of non-metallic elements(chlorine and sulfur)and their compounds is carried out by taking the teaching materials of the human education edition as an example.Then,the teaching practice is carried out in the experimental class,the control class is designed and other variables are controlled.Next,comparative analysis of test results before and after practice in the control class of the experimental class,analysis of the learning task completion level scale of students in the experimental class,analysis of the self-assessment scale of the core literacy level of students in the experimental class,and investigation and analysis of teachers and students after practice.Finally,the research conclusion is drawn.Through practical research,it is found that the unit teaching of textbooks based on big ideas can promote students’ ability to construct and abstract,and summarize specific chemical knowledge,improve students’ performance in pen and paper tests,promote students’ ability to transfer and apply knowledge,and improve students’ level of chemistry core literacy.Through the research and teaching practice of high school chemistry textbooks based on the big ideas of chemistry,it enriches the theory of the big ideas of chemistry,promotes the textbook analysis,teaching design and practice of the big ideas of chemistry,and provides a positive promotion for the concrete implementation of the core literacy requirements of chemistry.Teachers should actively interpret and study the explicit and implicit contents of big ideas in textbooks through the analysis of textbooks,to promote the implementation of big ideas teaching based on units.