Integrated Teaching Design And Practice Of High School Chemistry Units Based On The Integrated Concept Of "Teaching,Learning,and Evaluation"

The "General High School Chemistry Curriculum Standards(2017 Edition)"(hereinafter referred to as the "New Curriculum Standards")clearly proposes an integrated curriculum education concept of "teaching,learning,and evaluation",aiming to integrate teachers’ teaching,students’ learning,and evaluation into a whole,solving the problems that still exist in high school chemistry classrooms,such as the separation of teaching and evaluation,and the lack of evaluation link design,so that students’ core chemical literacy can be developed to varying degrees.Students’ systematic understanding of knowledge is the key to using chemical knowledge to solve practical problems,and is also an important prerequisite for developing core literacy.Developing unit integrated teaching can avoid the drawbacks of traditional classroom teaching that "fragmented" knowledge,and help students learn chemical knowledge,build knowledge systems,develop thinking abilities,and implement core literacy.Therefore,it is necessary to conduct practical research on the overall teaching design of high school chemistry units based on the integrated concept of "teaching,learning,and evaluation".This study first reviewed a large number of documents to understand the current situation of the integrated concept of "teaching,learning,and evaluation" and unit integrated teaching at home and abroad,collated the current research results,and defined the core concepts.Secondly,by investigating the current high school chemistry teachers’ understanding and implementation of the integrated concept of "teaching,learning,and evaluation" and the overall teaching of the unit,we analyze the current problems in the evaluation process.Then,based on the above research results,a comprehensive teaching design step for high school chemistry units based on the integrated concept of "teaching,learning,and evaluation" is constructed,and this step is used for the teaching design of "Sulfur and Its Compounds" in Unit 5 of the second volume of the compulsory high school chemistry textbook of the People’s Education Press.Finally,an experimental research method was adopted to select the freshman year of a senior high school in Yichun City,Jiangxi Province as the research object.The designed teaching case was applied to the experimental class.After practical teaching,data such as student unit test scores,the constructed unit knowledge framework,and teacher student interviews were collected and analyzed to analyze the effectiveness of the overall teaching model for high school chemistry units based on the integrated concept of "teaching,learning,and evaluation.".The main results of this study are as follows:(1)According to the survey,there are several problems:(1)Most teachers do not have a deep understanding of the integrated concept of "teaching,learning,and evaluation" and the overall teaching of the unit;(2)Most teachers only use their own teaching experience and the focus of exams as the basis for setting teaching goals,lacking analysis of teaching elements There is a widespread lack of awareness of evaluation in the teaching process,and there is a lack of further questioning or guidance.In the design text,there is a lack of design for learning evaluation;(4)Some high school chemistry teachers only analyze the content of each lesson,making it easy for students to accept fragmented knowledge.(2)Based on the results of the survey and existing research,the researcher constructed the overall teaching design steps for high school chemistry units based on the integrated concept of "teaching,learning,and evaluation".The specific steps are: planning the content of the selected unit;Analyzing the elements of unit teaching;Develop unit teaching objectives and refine them into class hour teaching objectives;Designing learning tasks and planning learning activities;Design learning evaluation;Carry out teaching activities;Evaluate reflection and improvement.This step focuses on analyzing the unit teaching content from a holistic perspective,reflecting the logic and systematization of knowledge,standardizing the design of learning evaluation activities,and truly exerting the diagnostic function of evaluation.(3)The researcher will draw the following conclusions based on the application practice of the overall teaching design case of high school chemistry units under the integrated concept of "teaching,learning,and evaluation" :(1)The overall teaching design of high school chemistry units based on the integrated concept of "teaching,learning,and evaluation" helps to improve students’ chemistry learning achievements.(2)It is helpful for students to build a more complete unit knowledge framework.(3)It is helpful to change students’ learning style,enhance their confidence in learning chemistry,and enhance their participation in chemistry class.