A Study On The Practice Of Teaching Large Units Of High School Chemistry Based On The Progression Of Core Concepts

The new national curriculum reform requires updating and changing teaching concepts and teaching methods to promote students’ development.The Chemistry curriculum standards mention the need to plan progressive teaching objectives that reflect core literacy as a whole,to build units of teaching that are led by basic concepts of chemistry and focused on core concepts,to promote a structured level of students’ chemical knowledge and to implement core literacy in chemistry.With its holistic,structural and systematic nature,the large unit teaching can implement the requirements of modern education to deepen classroom reform.This study takes core concepts as the grip,learning progression as the path,and large-unit teaching as the carrier of core concept progression,and selects the large unit in Compulsory 1 of senior secondary chemistry with "Changes in Matter" as the leader:Firstly,the theoretical part After collecting,reading,sorting and analyzing a large amount of literature on core concepts,learning progression and large unit teaching,we conducted a theoretical discussion on the selection of core concepts and the components of learning progression,the ways of constructing them,as well as the characteristics and implementation methods of large unit teaching,and defined their concepts.The first unit is "Changes of Matter",which is the main content of the new Hanyu Education version of Chemistry Compulsory 1,and the second unit is "Classification of Matter","Transformation of Matter" and "Ionic Reactions".The core concepts of "ionic reactions" and "redox reactions" are selected as the core concepts,and guided by constructivist theory,nearest development area theory and Bruner’s theory of knowledge structure,a structured network diagram of the core concepts of the large unit is constructed.The core concept progression framework is integrated with the large unit teaching to further design the overall teaching process of the large unit based on the core concept progression,including the analysis of the content of the large unit,the core concept progression framework,the analysis of the learning situation of the large unit,the teaching objectives of the large unit,the teaching process of the large unit,and the evaluation of the large unit learning;secondly,the large unit lesson plan is formulated based on the core concept progression framework,and one lesson of each core concept is selected to follow the teaching process of the large unit The teaching case design is carried out.Secondly,Two classes of students in the senior class of a secondary school in Shizuishan City were used as the subjects of the study for teaching practice.The pre-test proved that the two classes selected were not significantly different enough to be used as experimental and control classes,and a large unit of instruction based on core concept progression with purposeful teaching interventions was used for the experimental class,while the control class was taught according to traditional lecture methods.Students’mastery of the core concepts of the large unit and their learning effects were evaluated through post-test process evaluation scales,questionnaires and large-unit test papers to test the students’ mastery of the core concepts of the large unit,diagnose whether the large-unit knowledge network map drawn by the students themselves promoted the students’ level of structured chemical knowledge,and test the feasibility and effectiveness of large-unit teaching based on core concept progression through teacher interviews.The results of the study show that the large unit teaching based on the progression of core concepts has increased students’ classroom participation,deepened their understanding and mastery of core concepts,enabled them to actively construct knowledge and draw concept network diagrams,improved students’ knowledge structuring in chemistry,achieved the objectives of the large unit teaching and promoted the implementation of core literacy in chemistry,which can help frontline teachers to develop"literacy-based" classroom teaching.It can provide ideas and suggestions for front-line teachers to carry out "literacy-based" classroom teaching,and can promote changes in the way chemistry classes are conducted.