Research On The Teaching Design And Practice Of Large Concept Units Based On The Theory Of Multiple Intelligence

The latest version of the chemistry curriculum standards for compulsory education meets the needs of the development of the times,proposing these curriculum concepts: "Building a chemical curriculum content system under the command of big concepts","Emphasizing the development of core literacy oriented chemistry teaching",and also proposing these teaching suggestions: "Deeply understanding the connotation of core nutrients,scientifically formulating chemistry teaching objectives" "Comprehending the curriculum content system comprehensively and organizing chemistry teaching content reasonably" is the embodiment of these concepts,which advocates the integration of teaching,learning,and evaluation from the perspective of the concept of teaching students transferable and applicable concepts with the main purpose of improving students’ core literacy.As one of the popular theories in the 21 st century,the theory of multiple intelligences has attracted some scholars’ research attention in the field of education.There have been continuous scholars exploring how to apply the theory of multiple intelligences to the teaching of various disciplines,as well as how to form educational institutions with multiple intelligences characteristics,and have achieved corresponding results and results.The reason why the theory of multiple intelligences is so popular in the field of education is that it advocates paying attention to the individual differences of students,that is,each student has multiple intelligences and different strengths and weaknesses,and focuses on cultivating students’ ability to solve real problems in real situations and create valuable products.Therefore,the purpose of this study is to design teaching cases using the theory of multiple intelligences and the teaching idea of big concepts,and explore whether students can better understand and master the "composition of matter" of big concepts after teaching practice.Firstly,based on the theory of multiple intelligences and the teaching idea of big concepts,and with the third unit of the ninth grade volume of the People’s Education Edition,which canembody the big concept of "material composition",as the main teaching content,unit analysis,unit concept mapping,and unit teaching objectives are conducted,and then 6 class hour teaching cases are designed and developed.After that,two classes in the third grade of a public junior high school in Chengdu were selected for the Multiple Intelligence Status Quo and the Pre Unit 3Cognitive Test.The results showed that there was no significant difference between the two classes,so they were determined as the experimental class and the control class.After fine-tuning the teaching cases based on the pre test,teaching practice was conducted.During the teaching practice,unrelated variables in the experimental class and the control class were strictly controlled.The experimental class conducted large concept teaching based on multiple intelligences,while the control version adopted traditional teaching.After teaching practice,the two classes were conducted a unit 3 learning experience survey,a unit 3 test,and a post unit 3 cognition test,and each post test was analyzed to obtain the research results.Through comparative analysis and pre and post testing,this study concludes that the combined application of multiple intelligence theory can effectively promote students’ real learning and facilitate the realization of large concept teaching from the perspective of the currently advocated large concept teaching.The specific conclusions are as follows: Multi intelligence classroom can effectively stimulate students’ enthusiasm for learning,provide students with the opportunity to use dominant intelligence to participate in the classroom,and increase students’ participation and learning confidence.Multiple intelligence teaching can also enable students to truly understand knowledge from different dimensions through different intelligences.The chemistry classroom from the perspective of big concept teaching is conducive to cultivating students’ true ability to solve problems in real situations,thereby forming the core quality of chemistry.