Research On Design And Practice Of High School Chemistry Unit Based On Core Accomplishment Of Chemistry Subject

In June 2019,The General Office of the State Council issued the Guiding Opinions on Promoting the Reform of Education Methods for ordinary High Schools in the New Era,which requires that "the quality of homework design should be improved,basic homework should be carefully designed,and homework should be more exploratory,practical and comprehensive".This document emphasizes the importance and urgency of designing homework scientifically and reasonably and improving the quality of homework design in teaching.However,at present,there are some problems in the design and implementation of high school chemistry homework,such as the single form of homework,unified design standards,lack of pertinence and hierarchy,and can not fully implement the currently recommended educational concepts of "literacy based" and "reducing burden and increasing efficiency".Teachers and students do not fully understand the function of homework.Therefore,based on the cultivation of students’ core literacy in chemistry,this study developed and implemented the operation plan of high school chemistry large unit with the help of ADDIE(Analysis,Design,Development,Implementation,Evaluation)operation model.This paper aims to systematically explore the feasibility and implementation effect of the operation plan of high school chemistry large unit based on the core accomplishment of chemistry subject,and provide reference and design ideas for subsequent research.This study consists of six parts.The first part is the introduction.Based on the review of relevant literature,it summarizes the research background and research status at home and abroad of large unit operation design based on the cultivation of core literacy of chemistry,and determines the research purpose and significance,research content and innovation,as well as research methods and technical routes.The second part defines the core concepts and theoretical basis of this research.On the basis of reading a lot of literature and combing the previous research results,it defines the concepts of chemistry homework,chemistry large unit homework design,and chemistry core literacy.It also determines that the theoretical basis of this research is the theory of "ADDIE model",the theory of proximal development zone,the theory of constructivism and the theory of multiple intelligences.In the third part,in order to fully understand the current situation of the design and implementation of high school chemistry homework,through the questionnaire and interview survey of teachers and students found the existing problems in the design of chemistry homework.First,the design process of high school chemistry homework can’t take into account all the factors,there are generally a single source of homework,monotonous type,not diversified evaluation methods and other problems;Second,the development of chemistry core literacy is unbalanced.Third,high school chemistry unit operation implementation degree is not high,and there are many difficulties in design and development.Therefore,how to solve these problems in high school chemistry assignment design,improve the science and effectiveness of large unit assignment design,so as to better carry out the practice of large unit assignment is a problem worth exploring.The fourth part,on the basis of relevant theories and combined with the actual investigation of the design and implementation status of high school chemistry homework,determines the design principle of high school chemistry large unit homework,including design basis,design concept,design principle,operation mode and type of homework.The design is based on the Curriculum Standard of Chemistry for Senior High School(2017 edition,2020 revision),the teaching edition of senior high school chemistry textbooks,students’ learning needs and the core concept of large units.The design concept is to attach importance to the cultivation of core literacy of chemistry,strengthen the application of discipline essence,and embody the comprehensive education value.The design principles include systematic principles,diversity principles,hierarchy principles and effectiveness principles.The operation mode refers to the ADDIE operation model.The types of work mainly include routine exercises,sorting,practice exploration and other types of work.The fifth part takes "Atomic Structure and Properties",Chapter 1 of "Structure and Properties of Matter",a compulsory compulsory course for high school Chemistry,as an example.It designs and puts into practice the work scheme of the large unit of high school chemistry according to the principle of the large unit of work design.Through collecting questionnaires and analyzing the data of the practical experience of the large unit of work,the satisfaction of students is understood by interviews.It is found that high school chemistry unit work plays a role in helping students consolidate the knowledge,improving the ability of chemistry,and cultivating the core quality of chemistry.The sixth part is the conclusion and reflection.This study investigated the current situation of the design and implementation of high school chemistry homework and found some aspects to be improved.Under the guidance of relevant theories and combined with the problems found in the empirical investigation,a large unit of high school chemistry homework scheme was designed and implemented in the practice class,and certain effects were achieved.It makes up for some problems existing in the design of traditional high school chemistry homework.However,due to limited personal ability and time,there are still some problems in the large unit assignment of "atomic structure and properties".It is expected to further optimize the design of job content and job evaluation in the subsequent research.In addition,the original plan was to collect the midterm exam results of students in the experimental class and control class as the pre-test data of the teaching experiment.However,the teaching progress of the practice school was affected by the novel coronavirus outbreak,which led to the postdate of the midterm exam for one month.Therefore,it could not be implemented as planned.It is expected that the results of pre-test and post-test of students can be compared in the follow-up study to test the implementation effect of large-unit assignments.