Junior High School Chemistry Unit Teaching Based On Big Concept

In the current literacy-based,promote the reform of education and teaching,unit teaching has received more and more attention,unit teaching is an organic,modular configuration of knowledge,through unit teaching,so that students learn knowledge structured,integrated,cultivate students' disciplinary thinking,cultivate students' ability to transfer and apply knowledge.Based on the "concept-based" concept of big ideas teaching is also a new educational concept,attaching importance to the discipline concept as the guide,so that the course content is structured,to promote students' understanding of concepts and discipline understanding,and to promote the implementation of subject literacy.The concept is consistent with the unit teaching in concept,so can the big ideas lead the unit teaching and promote the realization of the unit teaching function?Based on the theoretical research of literature,it is proved that the teaching of large concepts is closely related to unit teaching,and the teaching function is consistent,and the big ideas can be used as the organizational core of unit teaching and lead the design of unit teaching.On this basis,the steps of unit teaching design based on big ideas are summarized.The chemistry curriculum in the compulsory education stage is set in the ninth grade,and the content of junior high school chemistry teaching is characterized by a wide range of chemical knowledge,huge and messy,more basic concepts,less core concepts and concepts,and the knowledge obtained by students is often fragmented,lacking a holistic view of knowledge and structured understanding,which is not conducive to the understanding of chemistry and the formation of a chemical discipline way of thinking,so take the final review class of the first semester of ninth grade chemistry as an example for research.First of all,on the basis of the academic survey,the major concepts of "chemistry" and "chemical language" are selected for unit teaching design,and then,the teaching practice is carried out in the ninth grade of a middle school in Tianjin,and finally,the teaching results are qualitatively and quantitatively evaluated.Research proves that big ideas can lead unit teaching,realize the function of unit teaching,and students have obvious development in knowledge structure,subject thinking and knowledge transfer and application ability.