"Periodic Law Of Elements" Based On Core Concepts Investigation And Practice Research On The Present Situation Of Large Unit Teaching

Core concept teaching is always an important method in chemistry teaching.Organizing curriculum content with core concepts and developing concepts by constructing learning progression on this basis has become the concept of contemporary new curriculum reform.The emergence of core literacy of chemistry and its different classification levels in Chemistry Curriculum Standards for Senior High Schools(2017Edition,2020 revision)is the best embodiment of learning progression under the core concepts."Periodic Law of Elements",as one of the key contents of the conceptual theory of high school chemistry,is an important tool for students to learn chemistry.However,in a high school in Taiyuan,Shanxi Province,even the senior students still have a poor grasp of the core concept of "periodic Law of elements",which is largely related to the teachers’ failure to implement large unit teaching in the initial learning stage of the concept.Lead to the formation of knowledge system in the mind of students.Therefore,it is very necessary to carry out a large unit teaching practice research under this topic in the initial teaching stage of the concept.This study adopts various methods such as literature research,questionnaire survey,semi-structured interview and experimental research.First,on the basis of literature review,define the core concepts.Based on the analysis of the text,the core concepts under the theme of "Periodic law of elements" were selected,and a questionnaire was compiled for senior high school students’ grasp of the core concepts under the theme of "periodic Law of Elements".Through the data analysis of the questionnaire results,the status quo of high school students was understood.Then,based on the status quo,a high school chemistry teacher and three high school students were interviewed in a semi-open way to analyze the causes and propose countermeasures.Finally,based on this strategy,a large unit teaching design and practice research on the core concept of "periodic law of elements" is carried out and the effect of teaching practice is tested.The main conclusions of this study are as follows:(1)High school students’ grasp of the core concepts under the theme of "periodic Law of elements" is not high,and there is still room for improvement.The score rate is the highest and the standard deviation is the lowest under the core concept of "atomic structure" : A1 index is the worst,A2 index is the best;Under the core concept of "periodic law of elements",the score rate was the lowest and the standard deviation was the highest: C1 index was the worst and C2 index was the best.(2)The reasons for the above situation are as follows: the age structure of teachers at school level,the construction of chemistry lesson preparation resources and the teaching and research atmosphere need to be improved and optimized;In the early stage of concept teaching,teachers have not implemented the large unit teaching based on the core concept of "periodic law of elements",and teaching emotion is relatively lacking.Complex knowledge system and students learning quality is not good.(3)After the implementation of the large unit teaching design of "Periodic Law of Elements" based on the core concept,the experimental class achieved significantly higher scores in the subsequent test than the control class.In teaching practice,it is found that teachers are required to carry out large unit teaching based on core concepts,and teachers need to develop a diversified evaluation system for practical effects.The innovation of this research is as follows: based on the sorting out of curriculum standards and textbooks,the evaluation questionnaire of senior high school students’ grasp of the core concept of "periodic law of elements" is prepared.