Teaching Design And Practical Research Based On The Big Idea Of “Material Transformation”

Under the background of The Times,China’s teaching is constantly reformed and updated.In recent years,the curriculum standards and teaching materials of middle school chemistry are still keeping improving.The Curriculum Standards of Compulsory Education Chemistry(2022 edition)points out that big ideas reflect the essence of the subject,and the learning content should cover various knowledge,thinking methods and emotional attitudes,so as to help knowledge structure and literacy.The Chemistry Curriculum Standard of General High Schools(2020 Revised edition)points out that big ideas of chemistry should be the guide,and the teaching content should be structured and situational,so as to promote the real implementation of students’ core chemistry literacy.The content of the textbook has also developed from simple to rich and exquisite.The 2019 edition of the high school chemistry textbook has added columns of inquiry,research and practice.The update of curriculum standards and teaching materials is to cultivate students’ ability to think like experts,form comprehensive core qualities,and truly apply them to their future life.Therefore,this study focuses on exploring the application of big ideas in high school chemistry teaching,designing and practicing the teaching based on big ideas through the form of unit teaching,so as to implement students’ core literacy of chemistry.The main contents of the research are as follows: First,the theoretical research is mainly to analyze and summarize the literature research results such as big ideas and big chemical concepts,so as to obtain the research status.At the same time,big ideas,chemical concepts,material transformations are defined,and the relevant theoretical basis of big ideas teaching is sorted out to provide theoretical basis for the teaching based on big ideas.Secondly,according to the actual teaching and learning situation of chemistry,explore and put forward teaching principles and strategies based on big ideas,so as to provide direction for subsequent teaching.Thirdly,define big ideas of "material transformation" and find out the concept and knowledge contained in it,and combine the teaching design with the diagnosis of learning situation.Following the principle of "goal-evaluation-process" design,big ideas of "chemical balance" unit is defined from teaching analysis.According to the students’ existing knowledge,ability and affection,design units,class hours and evaluation objectives,and then design the teaching process and evaluation.Fourth,the practice follows the principles of high school curriculum requirements,core literacy,students ’actual learning situation,timely feedback students’ learning situation by means of class homework,unit long homework and other forms,and timely evaluates the level of students’ ability through evaluation form,post-test and other forms.Finally,it is verified that the teaching based on big ideas is feasible and practical.Big ideas can help students learn the general ideas and methods of analyzing and solving problems in the current situation,and big ideas can guide students to use similar methods to solve practical problems in the future situation or in the process of solving problems.