Current Status And Case Study Of High School Chemistry Large Unit Teaching To Promote Knowledge Structurin

As the reform of basic education enters a new stage,the development of core literacy has become an important way to achieve the fundamental task of cultivating virtue and cultivating people.The "Standard for Chemistry Curriculum for General High Schools(2017 Edition Revised in 2020)" refines the core literacy into the core literacy of five university subjects according to the characteristics of chemistry disciplines,and proposes to pay attention to the development of "literacy-based" teaching.The structuring of chemical knowledge is an important way for the formation and development of students’ core competencies in chemistry,and large-unit teaching can strengthen the intrinsic relationship between knowledge and break the fragmentation of subject knowledge into structure.Under the concept of large-unit teaching,teachers carry out the integrated design of cross-lesson hours,modules and sections,which not only promotes the completion of learning tasks,realizes the consistency of "teaching,learning and evaluation",but also promotes students’ conceptual understanding of knowledge and the structuring of knowledge.The structure of knowledge corresponds to the three dimensions of content structuring,namely: structuring based on knowledge association,structuring based on cognitive ideas,and structuring based on core concepts."Chemical reactions and electrical energy" are involved in both compulsory and optional compulsory stages,and there are obvious differences in the level that students should achieve at different stages,but teachers often define them vaguely in teaching,which causes cognitive pressure on students.Based on the survey results and the requirements of high school chemistry curriculum standards and the content of this part of the textbook,a series of situational resources were developed in combination with the academic situation,and a large-unit teaching design was constructed to promote knowledge structure and meet the development of students’ core literacy,and the teaching practice and teaching effect were tested in a class in the second grade of a middle school in Tianjin.The teaching practice effect shows that in the large-unit teaching mode,students improve their awareness of self-construction,promote the structuring of knowledge,and the core literacy of chemistry is also developed.Large-unit teaching can not only integrate fragmented knowledge and reflect the advancement of knowledge,but also promote students’ deep learning and achieve benign progress in thinking.The consistency of "teaching,learning and evaluation" makes teaching and learning no longer separated,and helps teachers establish the teaching philosophy of "teaching by learning" and "promoting learning by evaluation".