Research On The Construction And Practice Of High School Chemistry Teaching Based On ‘Big Ideas’

The chemistry curriculum of High school is an important part of science education,an important carrier for cultivating students’ scientific literacy,and plays the educational value of chemistry.However,the instillation teaching method still exists in front-line teaching and the current situation that students rely on mechanical memory to learn chemistry make the acquired knowledge fragmented,which is not conducive to the transfer of knowledge and the improvement of ability.Therefore,the new curriculum standard puts forward to unify the teaching content with the big ideas,so that the curriculum content is structured.The study starts from Bruner’s structuralism theory,constructivism theory and deep learning theory,by collecting combing the domestic and foreign experts and scholars on the concept of teaching research,absorbing the essence,to the big ideas teaching theory are discussed in detail,including large concept connotation,characteristic,hierarchy,and construct the strategy,It provides theoretical guidance for the implementation of teaching practice based on big ideas in middle school chemistry.Based on the above research results of big-ideas teaching theory,two parallel classes of grade two in a senior high school were selected to carry out problem-oriented unit teaching practice mode with the big idea of "the limit of chemical reaction" as the content.Compared with the control class,the chemistry score of the practical experimental class was significantly improved.The students’ learning attitude and interest before and after the experimental class are evaluated by multiple evaluation method and positive changes have taken place.