Research On The Status And Practice Of Large Unit Teaching Of Junior High School Chemistry Review Course Under The Concept Of Core Literacy

In 2022,in order to meet the needs of social talents in the new era,the Ministry of Education officially promulgated a new education reform,the Compulsory Chemistry Curriculum Standards(2022 Edition),keeping in line with the trend of international science curriculum reform as well as the reality of education in China.Core literacy has always been an important form of discipline education.It refers to the values,basic qualities and core competencies that students develop in the curriculum,which contributes to their personal and social development throughout their lives.In teaching,review lessons can not only help students consolidate their knowledge and improve their test-taking ability,but also improve their scientific literacy through the recombination and processing of raw information.Furthermore,by cultivating their key abilities in terms of chemistry concepts,scientific attitudes and responsibilities,scientific thinking,scientific inquiry and practice,review lessons facilitate students’ all-round development in scientific literacy.The teaching of large unit is to refine and integrate the content of teaching materials from single knowledge point to knowledge system.Rather than fragmentation of knowledge,it forms a teaching design with complete knowledge structure in real situation,providing a platform for students to construct knowledge where they can use knowledge and skills to solve practical problems and thus implement core literacy.Therefore,by investigating the present situation of the large unit teaching in the chemistry review course of junior middle school and the quality level of students during the review course,the teaching practice of the large unit teaching with the theme of"nature and application of gas’ ’provides the important theoretical and practical significance of the large unit teaching in the review course.This thesis is based on the methods of literature research,interview,teaching practice and questionnaire.First of all,the author made a literature search for the problem,defined the related concepts such as "large unit teaching" and "review class’ ’,understood the historical background,research situation and general mode of review class,and summarized the main theoretical basis of the large unit teaching and review class teaching,so as to summarize the general implementation process,interview outline and relevant questionnaire framework of the large unit teaching review class.Then a high school chemistry teacher in Hongshan district of Wuhan was interviewed in order to understand the current situation of large unit teaching and review course.Then two classes of junior middle school were pretested,in which the literacy level and problems of the research subjects were obtained through data analysis.To solve these problems,the “gas”-themed practical teaching was carried out,with the posttest afterwards.Through data comparison analysis of the pretest and posttest,the validity and objectivity of the large unit teaching were verified.The main conclusions of this study are as follows:(1)Junior middle school chemistry teachers have an insufficient knowledge of the teaching idea of the large unit.Although teachers integrate the knowledge points with the existing experience,the integrated content has limited effects on students’ literacy development for the lack of real and effective situation activities.Teachers still use the traditional models of subject review and module review in revision classes more than large unit teaching.The participation of secondary school students in the classroom is generally low,and implementation of basic knowledge and skills needs to be strengthened.(2)Problems of students’ core literacy lie mainly in "chemical ideas" and "scientific thinking",as shown by their low ability to transform between substances,limited ability to describe substances and their changes using methods such as chemical terminology and quantitative calculations,and their lack of logical thinking in scientific inquiry,which cannot be solved smoothly.(3)Factors affecting students "chemical concept” and" scientific thinking " are: when teachers lack realistic and effective contextual activities and the ability to integrate information,choosing traditional methods of review may not stimulate students" interest nor initiative;when teachers focus on the interpretation of key knowledge points,students think less deeply about the logical connections of knowledge points and have difficulty forming thinking habits of critical problem-solving.(4)After teaching practice,the students’ participation in classroom activities increased.The knowledge level of experimental class was higher than that of control class.Students’ attention to the chemical phenomena in their lives increased significantly,effectively stimulating their interest in learning.The students’ knowledge system was more complete and clearer,and they dare to try when solving comprehensive problems.It shows that the teaching of large units can effectively help students to improve their level of chemistry literacy and confidence in chemistry study.