Teaching Design And Practice Of High School Chemistry Unit Promoting Deep Learning

With the advent of the information age,we swim in the ocean of knowledge every day.In the face of fragmented information,most people can only passively accept it and lack the ability to think and judge independently.Such shallow learning mode no longer meets the requirements of talent training in the new era.At the same time,under the background of the new curriculum reform and development and the proposed core literacy,chemistry classroom faces challenges.The new philosophy of chemistry curriculum emphasizes the educational value of the subject,which is especially reflected in the cultivation of students’ ability of integrated construction,critical thinking,cooperation and communication and the improvement of the core literacy of chemistry.Through literature review,it is found that deep learning can effectively promote the development of core literacy,and unit teaching plays an important role in promoting deep learning.Therefore,based on the above background,this study combined with the current practical needs,to promote deep learning unit instructional design research.This paper is divided into six chapters.First of all,by referring to domestic and foreign literature on deep learning,we can understand the research status,define relevant concepts,find theoretical support,and then determine the research question and content.Secondly,on the basis of the above studies,this paper designed a questionnaire to investigate the deep learning status of students in the internship school,analyze the survey results and find out the reasons for the unsatisfactory status quo.Thirdly,based on the above research and combined with the actual situation of students,the basic elements contained in the design of high school chemistry unit teaching to promote deep learning are clarified,and the unit teaching design process and the unit teaching strategy to promote deep learning are put forward.Next,according to the teaching design process of the unit,the teaching case is designed with the unit "Understanding the Properties and Transformation of ethanol,acetic acid and Oil from the perspective of the management Group" as an example.Finally,regular teaching was carried out in the control class,while the chemistry unit teaching promoting deep learning was carried out in the experimental class,and the effectiveness was tested through classroom observation,test questions and student interviews.This study mainly draws the following conclusions:(1)The unit-based teaching design,the effective connection of teaching content and the close connection of learning activities,is conducive to the construction of students’ knowledge system,deepening the understanding of the core concepts of chemistry,and promoting the improvement of higher-order thinking ability;(2)Unit instructional design includes four basic elements: unit learning theme,unit learning objectives,unit learning activities,and continuous evaluation.The basic elements,teaching strategies,and unit instructional design process of unit instructional design proposed in this study play a certain guiding role in promoting deep learning of high school chemistry instructional design.(3)Unit teaching plays a certain role in promoting students’ deep learning and improving teaching quality,which is embodied in: changing students’ learning attitude,promoting students’ transfer and application of knowledge,improving students’ critical thinking and reflective ability,etc.