Research On The Design Of Senior High School Chemistry Large Unit Teaching Based On Deep Learning

The literacy era of the new curriculum reform calls for active exploration towards new teaching designs that direct subject core literacy,adapts to educational development,and promotes deep learning.In actual teaching,the scattered teaching of element compounds obscures their value in nurturing students,making deep learning difficult and preventing integration of literacy.Deep learning,which can develop students’ ability for deep understanding,higher-order thinking,and transfer applications,is an advantageous tool for cultivating core literacy in chemistry subject and an inevitable trend in educational development.The task-driven teaching model that integrates unit content,progresses by levels,and is driven by tasks is an effective approach to promoting chemistry teaching reform.The long-term nature of the“depth” of deep learning can be achieved through the collaboration of “bigness” in large unit teaching.Therefore,based on deep learning,large unit teaching in senior high school chemistry is an effective means of developing students’ chemistry subject core literacy.This study attempts to shift from designing a single course hour to designing a large unit from the theoretical perspective of deep learning,coordinating unit context and tasks to cultivate chemistry subject core literacy.Taking “Iron and Its Compounds” in the first volume of the People’s Education Press’ s high school chemistry curriculum as a starting point,we developed a deep learning-based large unit teaching design model and case studies to promote teaching depth.The main work of this study is as follows:Firstly,in combination with the trend of the times and educational demands,we explains the significance of the topic of this research by summarizing and studying relevant literature from both domestic and international sources,understanding the connotation,features,strategies,and evaluation methods of deep learning theory,and summarizing the connotation of large unit teaching and the strategies and steps of teaching design.We also identifies the shortcomings of previous research,proposes research questions,determines research methods,and develops a research plan.In addition,combining with the theoretical foundation of education,the definitions of“deep learning in the field of chemistry subject” and “large unit teaching” are defined,providing a theoretical basis for the subsequent construction of teaching models.Secondly,using questionnaire surveys,we analyzes the current level of student deep learning in senior high school chemistry and summarizes the main problems existing in senior high school chemistry teaching,giving suggestions for promoting student deep learning.Thirdly,by summarizing the design process of deep learning and large unit teaching,we integrates the advantages of various teaching design models,defines the principles and concepts of deep learning and large unit teaching design,and analyzes the basic elements and steps of task-driven large unit teaching design that promote deep learning.Based on these,we proposes a deep learning-based large unit teaching design model and specific process to promote the development of students’ deep learning abilities.Fourthly,based on the above teaching design model and process,a challenging major task,“Scientific Iron Supplementation”,is created to launch the “Iron and its Compounds” large unit teaching design.This design is evaluated using the CTDES scale to verify the feasibility and effectiveness of the practical model and to derive study conclusions.The research shows that the deep learning-based senior high school chemistry large unit teaching design model is of great significance for nurturing new talents in the new era,promoting the development of students’ core literacy,and implementing the fundamental task of “cultivating students with ethics and morality”.