Research On Teaching Design And Practice Of Chemistry Unit In Senior High School Based On Big Ideas

With the rapid development of society,the country was increasingly concerned about training outstanding talents.The introduction of "core literacies" has shown the way,and subject education cannot simply remain in the classroom and be divorced from real life.And it should not be limited to instilling knowledge,but give full play to students' initiative and achieve all-round development.In the General High School Chemistry Curriculum Standards(2017 Edition)released by the Ministry of Education,the requirement of "developing subject core literacy education with the broad concepts as the core" was put forward.The big ideas concept emphasizes content structuring,systematization,and progressive depth leading to the mastery of the underlying principles or ideas behind the knowledge.The big ideas concept provides a practical pathway for developing core literacies and can also effectively improve the problems of cluttered knowledge and redundant curricula that exist in the chemistry curriculum.At the same time,it is an effective method to integrate the big ideas into the actual classroom by unit design.Accordingly,a study of teaching units based on the big ideas concept is of certain significance.The research of this topic is carried out in the following five parts.Firstly,in the introduction,based on combing and analyzing a large amount of literature,the author understood that there was an urgent need for the country to change the status quo of traditional chemistry subject education,the big ideas was used to change this.By sorting through domestic and international research on the big ideas theory,the process of research and practice of the big ideas and unit teaching was familiarized.The literature research shows the dilemma of curriculum reform under the guidance of the big ideas,and further clarifies the research significance and methodology of this topic.Secondly,in the concept definition and theoretical basis,the concept definition and characteristics analysis of the big ideas,unit teaching and other keywords are carried out,so as to clarify the specific meaning and characteristics of the key words involved in this paper.Then elaborate the three theoretical bases corresponding to this research.Thirdly,in the unit teaching session and teaching design based on the big ideas,it is first determined that the unit teaching session consists of five parts:(1)establishing the big ideas unit theme and condensing the big ideas;(2)constructing the big ideas unit structure chart;(3)setting the big ideas unit overall teaching objectives;(4)unfolding the big ideas unit teaching activity flow;(5)conducting the evaluation of the big ideas unit teaching.The author provided specific examples of teaching implemented during the education internship,including the complete design of two units on 'Hydrolysis of salts' and 'Movement of chemical equilibrium',each of which was completed in three lessons.Fourthly,in the evaluation of teaching practice and effectiveness,the author uses a questionnaire to first conduct a pre-teaching survey with students to identify and analyse problems with the unit,their state of learning and their initial understanding of the broad concepts.After implementation,a combination of questionnaires and knowledge quizzes are used to visualise students' feelings about the classroom and their knowledge of the classroom,before the evaluation is finally completed with an interview.In conclusion and prospect,based on a series of research and practice,the author comes to the following conclusions:(1)the five components of the high school chemistry unit designed under the big ideas concept are effective;(2)the unit teaching based on the big ideas concept helps to enhance students' feelings and understanding of chemistry;(3)students can systematically sort out what they have learned on their own,making their learning organized and transforming from learning in the classroom to dealing with real problems properly.