Teaching Design And Practice Research Of High School Chemistry Large Unit Based On Deep Learning

The Second Tenth Report proposes that we should provide education to the satisfaction of the people,fully implement the Party’s education policy,implement the fundamental task of establishing moral education,and cultivate socialist builders and successors who are well-rounded in moral,intellectual,physical,and aesthetic development.Deep learning focuses on students’ deep understanding,cultivating their core literacy,discovering their potential and improving their learning skills,which is an important learning method to promote students’ overall development.By organizing course content into large holistic units,large unit teaching aims to improve students’ ability to understand the interconnectedness of different lesson contents and to develop a more comprehensive and systematic understanding of chemistry,helping students to better understand and master chemistry knowledge.By investigating and analyzing the current situation of teaching large units of chemistry and students’ deep learning in high school through survey and research method,we found that there are still problems in some high school chemistry teaching such as single and old teaching methods,students’tendency to learn at a shallow level and lack of deep learning ability.In this thesis,from the perspective of improving students’ core literacy in chemistry,realizing deep learning and promoting all-round development,guided by the theories of constructivist learning theory,nearest development area and general system theory,large unit teaching is used as a teaching means to realize deep learning,combining deep learning with large unit teaching,studying the results of the survey to understand the learning situation,combining the existing learning situation,based on the general route of deep learning The process is mainly composed of five aspects:determining the teaching theme of the unit based on the content of the textbook,determining the teaching objectives based on the standards and the learning situation,selecting the main line of the situation to build the knowledge framework,designing the teaching process,and reflecting on the evaluation after learning.We designed two large units of teaching based on in-depth learning:"sodium and its compounds" and "chlorine and its compounds".The feasibility and effect of the implementation of the deep learning-based large-unit teaching model were analyzed through classroom observation,analysis of students’ performance,questionnaire survey and teacher interview.The results show that from classroom and off-class observations,students in the experimental class after the deep learning-based large unit teaching training prefer deeper thinking and understanding,their ability to accept,understand and apply knowledge has improved,and their interest in learning chemistry is higher;from the comparison of grades,the average score of the back-side grade in the experimental class is 90.1,which is significantly higher than the back-side grade in the control class of 86.5.The application of deep learning-based large unit teaching to high school chemistry teaching is meaningful.Its can be used as a teaching method to realize deep learning,and has good practical application in high school chemistry teaching.