Practical Research On High School Chemistry Large Unit Teaching Based On Core Literacy

Chemistry Curriculum Standards for Senior High School(2020 Edition)(hereinafter referred to as Chemistry Curriculum Standards)requires that based on the characteristics of common learning by all students,the depth and breadth of chemistry teaching content should be planned as a whole,and the integrity of curriculum implementation should be further improved from the structuring of knowledge association,understanding ideas and core concepts.Therefore,the Chemistry Curriculum Standards attach great importance to the integration of chemistry courses and teaching content.Large unit teaching,as an integrated approach to curriculum development and implementation,has the characteristics of curriculum content,teaching materials or resources,as well as situational driven characteristics,and is in line with the core concept of the Chemistry Curriculum Standards.At the same time,the "Chemistry Curriculum Standards" require that "the general high school chemistry curriculum should focus on the comprehensive development of students’ core chemical literacy".However,there are some shortcomings in high school chemistry teaching,manifested as repetitive teaching content,weak integration and relevance,and inadequate depth of core competencies embedded in teaching.Therefore,this article takes high school chemistry large unit teaching based on core competencies as the object,and strives to explore and propose teaching strategies by combining large unit teaching,chemistry curriculum characteristics,and the connotation of chemical core competencies.Furthermore,taking "Chemical and Electrical Energy" as an example,this article showcases large unit teaching based on teaching strategies and analyzes its impact on high school students’ chemistry academic performance and core competencies.This paper is divided into four parts: The first part elaborates on the basis of the topic selection,research objectives,and their theoretical and practical significance from three dimensions: social development,curriculum standards,and current situation.It also explains the three professional terms of chemical core literacy,large unit teaching,and academic performance.The second part proposes teaching strategies and presents teaching cases with the theme of "Chemical and Electrical Energy",which includes 5 class hours.The third part introduces the purpose and tools of the evaluation,including pretest,post test,and scale methods,and conducts comparative analysis and exploration of academic performance data and core literacy data from four dimensions.The fourth part draws conclusions based on data analysis results,explores research shortcomings,and provides prospects.The entire paper systematically explores the teaching strategies,implementation,and evaluation of high school chemistry large unit teaching based on core competencies,which has important theoretical and practical significance for improving the integrity of chemistry teaching and cultivating core competencies.This research adopts four research methods,namely literature method,teaching experiment method,mathematical statistics method and comparative analysis method,and carries out a series of research activities on the theoretical basis of discipline structure theory,discipline system theory,learning transfer theory and system thinking theory.The specific content includes: the first test and scale filling activities,teaching experiments based on teaching strategies for large single element cultivation and conventional teaching,and the second test and scale filling activities.All data comes from a teaching experiment conducted at Xuchang Second Senior High School.By comparing and analyzing vertical and horizontal data,including the average,standard deviation,p-value,and t-value of chemical test data and core literacy scale data,the following conclusions were drawn:Determine the teaching strategies for high school chemistry large units based on core competencies,including determining the teaching theme of the large units,constructing the knowledge system of the large units,integrating the core competencies of the large units,setting teaching objectives for the large units,designing classroom activities for the large units,and implementing teaching evaluations for the large units.The effectiveness of this teaching strategy has been verified through teaching practice,and it has been found that chemistry large unit teaching based on core competencies has a positive impact on the academic performance,cultivation,and development of high school students’ chemical core competencies.I hope this study can provide inspiration and reference for frontline teachers to conduct large-scale unit teaching.