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

As the planning of resources and procedures in the whole teaching system,teaching design is an important direction mark and compass in the teaching voyage,which directly affects students’ learning interest and learning results.With the development of the new curriculum reform and the introduction of the new curriculum standard,the teaching goal of the curriculum has changed from "knowledge standard" to "quality standard",which puts forward higher requirements for teachers’ teaching design.The traditional teaching methods neglect students’ psychological development and accomplishment cultivation,and the teaching methods do not match students’ receiving ability.The breadth of knowledge is emphasized but the depth of knowledge is diluted,which is difficult to meet the comprehensive accomplishment development of students.The implementation of unit theme teaching can better help students to sort out the logical relationship of knowledge and improve the transfer and application of knowledge,which is an effective way to point to students’ deep learning.Therefore,the author tries to carry out research on unit teaching design and practice based on deep learning theory.Research preparation: At home and abroad through the analysis of the literature teaching of "unit" and "ionic reaction teaching design" research present situation,determine the "based on the deep learning ionic reaction unit teaching design and practice of" the research idea and method,in order to make knowledge structured,with the line problem for the teaching breakthrough point,line through activities promote the development of thinking,to develop the students’ science literacy as the foothold,And the corresponding evaluation is designed to timely detect students’ knowledge and ability level,so as to build a unit teaching model based on deep learning "five lines and one evaluation".Practical research: Select "ionic reaction" unit as the research content of knowledge,A middle school in chengdu higher(classes)class A and class B(that in comparative classes)of all the teachers and students as the research object,on the basis of the teaching model of the construction of autonomous development "based on evidence reveal secrets of table salt" unit teaching cases and experimental classes in A class to practice,Focusing on students’ classroom activities,homework results and unit tests as the main observation points,questionnaire survey,post-test papers,interview records and other methods are used for investigation and research.SPSS,Excel and other research tools are used for data statistics and analysis.Comparative analysis of the experimental class and control class students in key abilities,thinking development,core literacy and other aspects of the situation.Results: No matter unit teaching or traditional class teaching,students can master simple basic knowledge in different ways,but the experimental class students show certain advantages compared with the control class in terms of explicit thinking and behavioral performance.(1)Can understand the essence of knowledge from the overall perspective,good at induction and sorting,pay attention to comb the connection between the core content,make the knowledge structured;(2)Have stronger discipline concepts and consciousness,form the ability to solve core problems by experimental inquiry,and have a deeper understanding of the connotation of knowledge;(3)They have strong ability of interdisciplinary knowledge integration,active thinking and strong ability to solve problems with knowledge.Comprehensive research shows that the teaching route of "combination breakthrough of unit teaching and traditional teaching" can better promote deep learning.Education should be inherited and innovated.We should not only understand knowledge from the perspective of the whole subject in unit teaching,but also learn from the advantages of traditional teaching,such as advocacy,inspiration and variant practice.Unit teaching based on deep learning requires teachers to have an original and structured understanding of chemical subject knowledge and thinking methods from the overall height of the subject,to improve the understanding of chemical subject,thus improving the effectiveness of teaching and learning,developing students’ key abilities and higher-order thinking,and implementing the core quality of the subject.This study lays a foundation for designing more effective teaching designs and provides a reference for the wide application of unit teaching design in chemistry teaching in senior high schools.