Research On Teaching Design Of High School Chemistry Unit Based On Big Concept

With the promulgation of the "Chemistry Curriculum Standards for General High Schools(2017 Edition)",researchers actively explored the chemistry classroom teaching under the core literacy,and found that the unit teaching design can leverage the transformation of the classroom,which is conducive to teachers’ development of students in the process of teaching practice core competencies of chemistry.At the same time,in the process of science education,students need to learn more and more knowledge,but the time is limited,so how to learn more valuable knowledge in a limited time? Which knowledge is more worth learning and more valuable? How to pick out more valuable knowledge? Out of the research and exploration of this series of problems,the scientific education with the concept of big concept teaching has aroused the consensus of many educators.Therefore,this study selects "hydrocarbon derivatives" as the research content,tries to promote the formation of the concept of "structure determines properties" for students with unit teaching design,and provides reference for teaching practice based on big concepts.By reading and arranging literature,combing the domestic and foreign research status of big concepts and unit teaching design,defining related concepts,comparing unit teaching design with general class-hour teaching design,summarizing the characteristics of unit teaching design,and expounding the big concepts and The internal connection of unit teaching design lays a solid foundation for the subsequent development of unit teaching design cases based on the big concept of "hydrocarbon derivatives".The method of questionnaire survey was used to understand the understanding,attitude and implementation status of high school chemistry teachers on unit teaching design,and to investigate some problems and difficulties existing in the practice of unit teaching design in senior high school.It provides some help and inspiration for the construction of basic ideas and case design,and also puts forward reasonable and feasible strategies for better promotion of unit teaching design based on big concepts.Based on the "ADDIE model" of unit teaching design,the basic idea of ??high school chemistry unit teaching design based on big concept is constructed.According to the basic idea of ??construction,the unit teaching design case of "hydrocarbon derivatives" based on big concept is developed.In order to better implement the unit teaching design based on the big concept,achieve the teaching goal,and promote the formation of the big concept of students,relevant implementation strategies and suggestions are given from three aspects: teachers,teaching and research groups,and schools.Summarize the conclusions of this study,and make an outlook for future research on unit instructional design.The innovation of this paper is: constructing the basic idea of high school chemistry unit teaching design based on the big concept,and on this basis,developing the unit teaching design case of "hydrocarbon derivatives" based on the big concept,showing the promotion in the teaching process.Students form the general concept of "structure determines nature",and the specific practices for developing students’ core literacy in chemistry provide follow-up researchers with teaching ideas and cases for reference.Moreover,the specific construction process and method of the concept system of "hydrocarbon derivatives" is presented,which provides an example for the construction of other chemical concept systems.