Research On The Unit Integrity Teaching Design And Practice Of "Primary Battery" In High School Chemistry

The philosophy of the new curriculum reform is to develop students’ core competences.To exceed in chemistry is a significant part of developing students’ core competences,and it is also a necessary element for developing basic skills and key abilities.By exploring chemistry problems in real situations,constructing thinking models for problem solving and gradually improving them,we can promote the "literacy-based" new curriculum reform teaching model.However,the content of high school chemistry is numerous and trivial,and some of the content is disorganized.What’s more,in the name of completing teaching tasks,some teaching activities are subject to formalism and cramming is common.The main idea of this paper is to implement a unit of holistic teaching so that students will use the primary battery model to solve a series of real problems of the battery while constructing the core concept of primary battery.Being presented a lot in high school chemistry textbooks,primary battery is not only an important part of secondary school chemistry,but also a typical teaching material for developing students’ core competences in model construction.After profoundly analyzing the new curriculum standards,comprehensively analyzing multiple editions of textbooks,understanding the learning situation,and clarifying the teaching objectives of the whole unit,this paper uses the new Luke’s edition of the textbook as an example to carry out the overall design of the unit of teaching.In view of the above theoretical conception,a dynamic study has been conducted with a single group of pre-and post-tests in senior year class12 and class13 of Tong’an No.1 Middle School in Fujian Province,combining student performance,questionnaires and interviews to conduct a comprehensive evaluation of the effect of the overall unit teaching model.The results show that the teaching mode of holistic teaching has the following advantages:(1)from the students’ perspective: the method of unit holistic teaching can stimulate students’ interest in learning,improve students’ performance,and promote the development of students’ "overall analysis-partial analysis-summary" thinking mode to better understand the essence of knowledge;(2)from the teachers’ perspective: the overall teaching design of the unit can promote teachers’ in-depth sub-study of teaching materials,promote teachers’ self-reflection and enhance their professional development.In this study,we found that the holistic model of primary cell was effective in improving students’ understanding of primary battery knowledge and strengthening their long-term memory and application of knowledge.Secondly,in the practice of "construct-improve-improve-apply" of primary battery model,students’ core cognitive skills were effectively improved.Finally,a large proportion of students’ interest in learning chemistry was significantly increased,and they were willing to actively and actively participate in classroom discussions,cooperative experimental investigations,and extended learning after class.