Research On Problem Enriched Instruction Design Of Biology In Senior High School Pointing To The Big Idea Of Biology

With the rapid update of information brought by the rapid development of science and technology,the “desire” of society for knowledge has been transformed into the “rigid demand” for talent ability.Improving students’ core literacy and making students learn to learn is becoming an urgent requirement of high school curriculum and teaching reform.Due to the pressure of college entrance examination,the teaching implementation of senior high school still focuses on students’ mastery of knowledge and the cultivation of test questionssolving ability,ignores the cultivation of students’ problem-raising and problem-solving ability,and lacks the occurrence of high-quality thinking activities.Therefore,the researchers have produced the research purport of the action path of teaching reform pointing to the idea of life,and then put forward the core problem: how to construct the basic structure of Problem Enriched Instruction design of biology in senior high school pointing to the big idea of biology,so as to solve the problems that teachers ignore the interaction between teachers and students and students’ subject status in instructional design to a certain extent.Help students construct and develop meaningful cognitive structures by raising and solving problems,at the same time,form high-quality thinking ability.Under the guidance of social and cultural constructivism theory,based on the relevant classical teaching theory,cognitive structure theory and reverse teaching design theory,this study constructs the basic structure of Problem Enriched Instructional Design in senior high school,which points to the concept of life,and tests it through the Action Research.Firstly,around the two key words “the big idea of biology” and “Problem Enriched Instruction”,sort out and analyze the relevant literature to demonstrate the direct relationship between each other.By analyzing the current teaching situation of 12 teachers in J school implementing the big idea of biology,the research target is established.Then it goes to the core part of this study,constructs the basic structure of high school biological Problem Enriched Instructional design pointing to the big idea of biology,first reveals the logical way of high school biological Problem Enriched Instructional design pointing to the big idea of biology from the perspective of the combination of curriculum and teaching,and expounds its overall structure,problems of design and the logical relationship of the ideas of biology;Then it expounds the content of each structural element,including teaching objectives,teaching evaluation,teaching environment,teaching process and teaching resources.Next,the researcher set up a cooperative action research group to conduct three rounds of action research according to the circular iterative paradigm of “establishing problems-making plans-action implementation-Evaluation and reflection”,and constantly debug and test the structural elements of the Problem Enriched Instructional design,so as to refine the optimization strategy of the Problem Enriched Instructional design pointing to the idea of biology.According to the results of three rounds of action research,it is concluded that Problem Enriched Instruction can solve the dilemma of implementing the cultivation of the biological idea.Through this study,five optimization strategies and three teaching suggestions are finally summarized.The five optimization strategies are: constructing the learning expectation pointing to the the big idea of biology to ensure the consistency of teaching objectives,evaluation and process;Make good use of multiple evaluation methods for comprehensive evaluation,and pay attention to the collection and interpretation of evaluation evidence;Expand reading to become an important fusion agent of teaching resources and create a systematic context;Implement the "theme situation problem" support strategy to promote effective cooperation;With the help of problem solving,the structural construction of conceptual system is driven to achieve in-depth conceptual understanding.The three teaching suggestions include: biology teachers should strengthen the improvement of classroom teaching pointing to the big idea of biology and meet the challenge of big idea teaching;Biology teachers should dare to try Problem Enriched Instruction design and take the development of students’ concept of life as the foundation;The teaching and research group should strengthen the development of Problem Enriched Instruction cases pointing to the concept of life,and strengthen its own theoretical construction while constantly summarizing practical experience.