Unit Teaching Design And Practice Of High School Chemistry Based On The Big Ideas ——Taking "Hydrocarbons And Alcohols" For Example

Since the 21 st,the world has entered the information age,and it is difficult for the traditional "full-coverage" courses to cope with the explosion of knowledge.In order to meet the challenges,educational researchers have put forward the Big Ideas teaching.Big Ideas are the core idea,principle and method with broad universality,generalization and migration value to natural things,phenomena and their relations.Big Ideas teaching emphasizes teaching students "the knowledge they can take away",and even after years,students are still able to transfer the way of thinking and ability learned around Big Ideas to new situations.Since Big Ideas are important and key concepts in the course content,they need the accumulation of a certain number of specific and lower concepts to support,However,the time of single course is short and the content is limited,so the in-depth development of concepts cannot be considered.therefore,this study is around the unit teaching design and practice of Big Ideas,to make up for the defect of "not see the forest for the trees" in class teaching.We selected a senior grade one student in Shunqing District,Nanchong City as the research object,and implemented the unit teaching design Alkane and Alkene,Ethanol and Alcohol,guided by the typical big idea of chemistry "Structure Determines Nature".The teaching effect is evaluated through questionnaires,interviews,paper and pencil tests,learning record card and other ways to evaluate the effect of Big Ideas unit teaching on students' ability and accomplishment level.This paper is divided into six chapters.The first chapter is the introduction,which expounds the realistic background,research purpose and significance,research methods and ideas of choosing unit teaching based on Big Ideas.The second chapter introduces the connotation,characteristics,type and structure of Big Ideas,defines the core concepts of Big Ideas and unit teaching,and determines the basic links of unit teaching based on Big Ideas.The third chapter is the literature review,sorting out the domestic and foreign literature and the views of representative scholars,reviewing the research status of Big Ideas unit teaching and "structure determines nature",and making a reference for the research and design of this paper.The fourth chapter is the research design,determines the research variables and tools of this study,selects the research subjects and tests them,and designs two unit teaching cases to be implemented in this study.The fifth chapter is the research results and discussion,and the experimental class implements the unit teaching based on the Big Ideas,while the control class implements the traditional teaching based on the textbook framework.After the completion of teaching,post-test is carried out to explore the influence of Big Ideas unit teaching on students through data processing and analysis.The sixth chapter is the research conclusion and reflection,through the data analysis,discussion,the paper draws the research conclusion.That is,the chemistry unit teaching of senior high school under the control of Big Ideas has a positive impact on students' chemistry learning transfer ability and chemistry achievement,and can also change students' learning mode and promote the landing of the core accomplishment of chemistry.Finally,the paper reflects on the areas that need to be improved in the research and puts forward improvement methods.This paper follows the frontier of international education,innovatively integrates Big Ideas teaching into chemistry unit teaching of senior high school,and develops the work in classroom implementation.However,this research is still at the preliminary stage,and it needs to further enrich and improve the unit teaching cases,apply the teaching model in different regions and grades,and evaluate the teaching effects with more targeted research tools.