随着新课程改革的推进和新教材的使用，高中的化学课堂发生着巨大的改变。随着“中国学生发展核心素养”的提出以及新课程标准的发布，以核心素养为导向的教学已然成为趋势，对教学的要求不仅只是对于知识目标的追求，更着重于提升学生综合的核心素养和综合能力，使学生成为“全面发展的人”。为了能适应新课程改革的发展，教师目前的核心任务就是改变课堂教学的方式，进行合理有效的教学设计，落实有意义的教学活动。化学学科能力即是化学核心素养的表现，因此本研究将依据学生的化学学科能力水平的已有水平测查，进行元素化合物知识为载体的外显认识思路的单元教学策略实施。

本研究首先进行了有关化学学科能力、元素化合物教学以及单元教学有关概念及已有研究报告进行分析，分析出上述三者之间的关系，并进一步阐述本研究的研究目的、研究任务、研究方法和研究意义。

其次，本研究根据化学学科能力的三个能力角度进行了高一年级学生的元素化合物学习能力水平的分析。基于结果，选择以外显认识思路的单元教学策略来完成教学，以提高学生的化学学科能力水平。

之后，本研究依据单元教学策略的要求，根据内容分析法对三个版本的新教材进行知识整合。按照单元教学策略的一般步骤进行教学设计并实施，实施中通过有效设问完成学生认识思路的外显，教学过程中不断的根据教学评价结果调整教学设计和教学思路，并进行持续不断的化学学科能力测试，实现教、学、评一体化。最后根据教学过程中所完成的4次化学学科能力水平测试结果进行分析，其中进行单元教学策略的实验班在化学学科能力水平中取得较为优异的结果，尤其是在应用实践能力和迁移创新能力上相较于对照班有极大的提升。因此可以说明基于化学学科能力的外显认识思路的单元教学策略能有效提升学生的化学学科能力。

With the advancement of the new curriculum reform and the use of new textbooks, the high school chemistry classroom has undergone tremendous changes. With the introduction of the "core literacy of Chinese student development" and the release of new curriculum standards, core literacy-oriented teaching has become a trend. The requirements for teaching are not only the pursuit of knowledge goals, but also focus on improving the core of students' comprehensive core. Accomplishment and comprehensive ability enable students to become "all-rounded people." In order to adapt to the development of the new curriculum reform, the current core task of teachers is to change the way of classroom teaching, carry out reasonable and effective teaching design, and implement meaningful teaching activities. Chemistry subject ability is the performance of chemistry core literacy. Therefore, this study will implement the unit teaching strategy based on the existing level of the students' chemistry subject ability level and carry out the elemental compound knowledge as the carrier of the explicit knowledge idea.

This research first analyzes related concepts and existing research reports on chemistry subject ability, elemental compound teaching and unit teaching, and analyzes the relationship between the above three, and further elaborates the research purpose, research tasks, and research methods and research significance.

Secondly, this study analyzed the elemental compound learning ability level of the first-year students based on the three ability angles of the chemistry subject ability. Based on the results, the unit teaching strategy of explicit cognitive thinking is selected to complete the teaching, so as to improve the students' chemistry subject ability level.

After that, this research carried out the knowledge integration of the three versions of the new textbooks according to the requirements of the unit teaching strategy and the content analysis method. In accordance with the general steps of the unit teaching strategy, the teaching design and implementation are carried out. During the implementation, the students' cognitive ideas are displayed through effective questioning. During the teaching process, the teaching design and teaching ideas are constantly adjusted according to the results of the teaching evaluation, and continuous chemistry subjects are carried out. Ability test to realize the integration of teaching, learning and evaluation. Finally, it is analyzed according to the results of the 4 chemistry subject ability level tests completed during the teaching process. Among them, the experimental class with unit teaching strategy has achieved relatively excellent results in the chemistry subject ability level, especially in the application practice ability and the transfer innovation ability. Compared with the control class, there is a great improvement. Therefore, it can be explained that the unit teaching strategy based on the explicit knowledge of chemistry subject ability can effectively improve students' chemistry subject ability.