Design And Practice Of High School Chemistry Unit Teaching Review Lessons Based On Real Situations

High school chemistry teaching design based on real situations is to choose materials related to teaching knowledge with the help of real situations in real life,rationalize and improve them,and promote classroom sessions;unit teaching review lesson design is to rearrange teaching contents according to teaching themes,build knowledge vein and cultivate students’ core literacy in the subject after deep interpretation of textbook materials and curriculum standards,etc.This study was conducted in the context of the emphasis on the implementation of core literacy in China,and the senior revision class was chosen as an example to build knowledge structure and achieve literacy progression based on real situations and supported by unit teaching review class design,with a view to attracting students’ interest and inspiring life resonance.This study integrates four methods: literature research method,questionnaire survey method,interview method,and educational experimental research method.It is based on the current status of research on authentic contextual teaching,unit teaching,and high school chemistry review class,and is guided by constructivist theory,contextual cognitive theory,and system theory,etc.The review class type is chosen as an example,and the steps of implementing the design of high school chemistry unit teaching review class based on authentic context are designed,and the overall design idea of the unit is determined,which specifically includes the four lines of design throughout the classroom.According to the implementation steps and design ideas,a high school chemistry unit teaching review lesson design based on real situations was carried out,the case design of the chapter "Matter and its changes" was used for teaching practice,a pre-implementation survey was conducted using questionnaires,and the effects of teaching implementation were analyzed using classroom observation scales,paper-and-pencil quizzes,and interview forms.The study showed that,firstly,the feasibility of the design of high school chemistry unit teaching review lessons based on real situations is strong.The case design was put into teaching practice and achieved certain teaching effects.Second,it is beneficial to the overall improvement of students and the cultivation of subject core literacy progression.The data analysis in the teaching practice process showed that students made a breakthrough in the overall quality of learning interest,learning methods,and practical ability,and students’ core literacy in chemistry was advanced.Third,it is beneficial to teachers’ own improvement and professional development.The high school chemistry unit teaching based on real-life situations is a topic that keeps pace with the times,and the teachers’ implementation of the relevant topics is conducive to the improvement of their own relevant teaching ability,design level,and innovation literacy.