Liu Xiaojing

Shanghai Qingpu Lansheng School

Abstract：

Amidst the ongoing wave of educational innovation and development, the cultivation of core competencies has emerged as a central issue in the field of education. As a fundamental natural science, chemistry plays a pivotal role in fostering students' scientific thinking and practical innovation capabilities. The big idea teaching approach, an emerging and highly influential educational philosophy, offers fresh perspectives and methodologies for chemistry instruction. Delving into pathways for cultivating core chemistry competencies under the big idea teaching philosophy not only helps overcome limitations in traditional chemistry instruction and achieve deep knowledge integration and transfer but also tangibly enhances students' ability to solve real-world problems, better equipping them for future societal demands. Based on this, this paper first defines the core concepts of big idea teaching and chemical core literacy, then analyzes their intrinsic alignment in cultivation. Finally, it constructs a comprehensive cultivation pathway: “goal restructuring—content integration—activity design—evaluation optimization—support reinforcement.” The research aims to clarify the logical connection between big ideas and chemical core literacy, provide practical literacy cultivation solutions for frontline teaching, and fully demonstrate the educational value of the chemistry discipline.

Key Words：

higher education; performance evaluation; administrator; analytic hierarchy process; indicator system